Learning Disabilities in writing
- 1. Assignment on Introduction to learning Disability Submitted by D.Karpagam 19UED074 II B.Ed special English and English.
- 2. Language and children with LD : • The term language-based learning disability, or just learning disabilities, is better because of the relationship between spoken and written language. • Many children with reading problems have spoken language problems. • The child with dyslexia has trouble almost exclusively with the written (or printed) word. • The child who has dyslexia as part of a larger language learning disability has trouble with both the spoken and the written word.
- 3. Learning disabilities in writing (dysgraphia) : • Learning disabilities in writing can involve the physical act of writing. • The mental activity of comprehending information. • Basic writing disorder refers to physical difficulty forming words and letters. • Expressive writing disability indicates a struggle to organize thoughts on paper.
- 4. Symptoms of writing language Disability: • Symptoms of a written language learning disability revolve around the act of writing. • They include problems with: • Neatness and consistency of writing. • Accurately copying letters and words. • Spelling consistency. • Writing organization and coherence.
- 5. Writing : • Writing is the process of communicating using printed symbols in the form of letters or visual characters, which make up words. • Words are formulated into sentences; • These sentences are organized into larger paragraphs and often into different discourse genres (narrative, expository, persuasive, poetic, etc.). • Writing process—the ability to plan (i.e., “pre-writing”), organize, draft, reflect on, revise, and edit written text; the ability to address specific audience needs and convey the purpose of the text (e.g., persuasion). This process is iterative.
- 6. “ The words are all tangled up inside my head. I'm confused. I get tangled up in writing the words, and I stop”. — Fifth-grade girl with learning disabilities (LD) • Writing is difficult. Most writers could relate to the frustration expressed by this student. Writing is a complex process that draws on: • our knowledge of the topic • our ability to anticipate what readers will need • our ability to logically organize information • our skill at finding the right words • our ability to evaluate our efforts • the perseverance to keep working
- 7. • Writers must set goals, integrate the many cognitive and social processes involved, and monitor their own success. • Students with LD are not the only ones who struggle with writing. • In fact, the National Assessment of Educational Progress rated only 28% of fourth-grade, 31% of eighth-grade, and 24% of twelfth-grade students as proficient. • However, for students with LD, the difficulties are greater
- 8. • In comparison to their normally achieving peers, students with LD have: • less knowledge about writing • less skill with language • substantial difficulties with spelling and handwriting • less effective strategies for writing. *Consequently, their compositions are shorter, less organized and coherent, more marked by errors in spelling and grammar, and lower in overall quality.
- 9. • Parents often wonder to what extent reading and writing disabilities are connected. • Reading and writing are closely related language skills; research shows substantial correlations between reading and writing achievement. • Most poor readers also struggle with writing. However, the reverse is not necessarily true. • All of the following can produce writing problems, independent of reading problems: • fine motor problems that affect handwriting • attention and self-regulation problems that affect persistence and organization • limited motivation • limited instruction.