Monday, December 14, 2009
Tactile Discrimination
One reason a student might be struggling to write is because of poor tactile discrimination. A student with poor tactile discrimination has trouble differentiating between how different things feel, including but not limited to his or her fingers, a pencil, a crayon, and scissors. Even with repeated interactions with the same materials the student might be taken a back each time by the feeling of the material. Think about it like this, what is an item you have touched that you have disliked or never touched before. The first time you touched sandpaper, jello, dirt. That is what this child experiences every time they touch a pencil. They struggle to manipulate the pencil because it is always a foreign object to them. New tools are difficult to use, as are old tools. Look out for this student in your class because they will need a lot of help to feel comfortable in writing. (Footnote 4).
Letter Making
Handwriting For Kids has a great flash animation of the creation of letters, an excellent web supplement to have kids watch at home and to show parents in order to help their children with this method of handwriting.
Teacher Fonts
So, last week I had a few people ask me, "wherever did you get that font!" So here are some great links to "teacher fonts".
Desktop Publishing has a selection of free fonts including standard letter formations, dotted lines, cursive dotted, and cursive.
Downhill Publishing has a comprehensive set of 31 teacher fonts for a reasonable price. In it you get dotted line letters, standard print, letters with directional arrows, letters on dotted line handwriting paper (great for making worksheets and activities for the classroom!), phonics fonts, math fonts, and many more! I bought this last year and I have to say it is the best investment I have ever made.
Billy Bear For Kids is a great website with some basic fonts for handwriting, but mostly fun fonts for decorating. While not specifically geared towards graphomotor development this has some fun fonts to use for print in the classroom.
Happy writing!
Desktop Publishing has a selection of free fonts including standard letter formations, dotted lines, cursive dotted, and cursive.
Downhill Publishing has a comprehensive set of 31 teacher fonts for a reasonable price. In it you get dotted line letters, standard print, letters with directional arrows, letters on dotted line handwriting paper (great for making worksheets and activities for the classroom!), phonics fonts, math fonts, and many more! I bought this last year and I have to say it is the best investment I have ever made.
Billy Bear For Kids is a great website with some basic fonts for handwriting, but mostly fun fonts for decorating. While not specifically geared towards graphomotor development this has some fun fonts to use for print in the classroom.
Happy writing!
Sunday, December 6, 2009
Two Intervention Strategies
There are many ways to help students with handwriting problems. Zwicker and Hadwin performed a study where they looked at two major forms of intervention for students with handwriting difficulties. While their results were limited both strategies provide useful tools for the every day classroom and a greater understanding that students simply need more intervention in school (the study hypothesized that results were limited due to the brevity of the intervention plans).
Let's take a look at the two intervention methods:
1. Cognitive intervention
This form is, as the name connotes, a more mental strategy. In the study children who underwent cognitive intervention first practiced naming letters at random, and out of order. They then went on to use letters with numbered arrows to practice making the shapes of the letters and the therapist discussed how to form the letters. Then the students traced the letters and the student and therapist discussed how letters were the same and different. Last the students practice writing the letters with the arrows, and then independently.
2. Multisensory intervention
In this the therapist started by targeting a group of letters and showing them to the student. Then the child copied them on the board. After that the student and therapist wrote the letters in the sky (sky writing) and then in sand or cornmeal three times. After that the child traced tactile letters and then traced them on paper. Last the child wrote them independently.
The study notes that cognitive is more useful for second grade students, and in fact more beneficial at this age. This simply might have to due with developmental needs and understandings.
In my classroom we use a combination of cognitive and sensory approaches to learning letters. I incorporate many of these strategies as a form of universal design for my students. Something to think about is that the study notes the lack of time for intervention in how often students get occupational therapy. As educators it is our job to bring these strategies into the classroom and to also show our parents how to use these strategies at home. Next time you are teaching a letter think about which strategy you are using. One? Both? Now think about your students, which strategy might they benefit from? Now reflect on your lesson and see if your students needs are being met. (Footnote 12).
Let's take a look at the two intervention methods:
1. Cognitive intervention
This form is, as the name connotes, a more mental strategy. In the study children who underwent cognitive intervention first practiced naming letters at random, and out of order. They then went on to use letters with numbered arrows to practice making the shapes of the letters and the therapist discussed how to form the letters. Then the students traced the letters and the student and therapist discussed how letters were the same and different. Last the students practice writing the letters with the arrows, and then independently.
2. Multisensory intervention
In this the therapist started by targeting a group of letters and showing them to the student. Then the child copied them on the board. After that the student and therapist wrote the letters in the sky (sky writing) and then in sand or cornmeal three times. After that the child traced tactile letters and then traced them on paper. Last the child wrote them independently.
The study notes that cognitive is more useful for second grade students, and in fact more beneficial at this age. This simply might have to due with developmental needs and understandings.
In my classroom we use a combination of cognitive and sensory approaches to learning letters. I incorporate many of these strategies as a form of universal design for my students. Something to think about is that the study notes the lack of time for intervention in how often students get occupational therapy. As educators it is our job to bring these strategies into the classroom and to also show our parents how to use these strategies at home. Next time you are teaching a letter think about which strategy you are using. One? Both? Now think about your students, which strategy might they benefit from? Now reflect on your lesson and see if your students needs are being met. (Footnote 12).
Saturday, December 5, 2009
Spider Letters
I always have parents asking me for websites to send their kids to for help in reading. Here is one that can help students with reading and writing in seeing how the spider forms different letters. The student can also practice making the letters on the computer.
Spider Letters
Spider Letters
What is graphomotor dysfunction?
Graphmotor dysfunction, also called writing or handwriting dysfunction can be defined as, "a disconnect between a child's thoughts and his or her ability to write them down," (Footnote 8).
Betsy Bates further states that graphomotor dysfunction is different from fine motor function. Graphomotor skils include: previsualization, memory, production, and feedback (Footnote 8). When looking to see if a child has graphomotor dysfunction you should be aware of all of these components.
Why is this important? You can have an incredibly bright child, but if the thoughts in their head are not making contact with the paper, then their academic future is at risk. Feder and Majnemer state that, "handwriting dysfunction in children range from 10 to 30% and the consequences for academic performance have been well documented" (Footnote 9).
What should you look for when trying to identify graphomotor dysfunction? You have to look at two different components: legibility and speed. In this you have to look at letter formation, spacing, size, slant, and alignment. The most important parts being letter formation and size. While as educators of young children we do not want to compare children it is important to compare writing speeds. An incredibly slowed down speed of writing is a sign of graphomotor dysfunction (Footnote 9).
There are variety of characteristics and causes common to graphomotor dysfunction. Each child with graphomotor dysfucntion may exhibit one or more of the following characteristics.
1. orthographic motor integration: "the process of retrieving letter forms from memory and then producing them in written form," (Footnote 10).
2. orthographic coding: "how students store and later retrieve letter forms from memory," (Footnote 10).
3. fine motor control: those small movements in the fingers which often interferes with pencil grasp (Footnote 9).
4. bilateral integration: "the ability to perform symmetrical and asymmetrical movements of the body during an activity" (Footnote 9). Think about holding the paper with one hand and writing with the other, not so easy for some students.
5. visual-motor integration: how the eyes connection to the hand movements (Footnote 9).
6. sensory awareness of fingers: a low awareness of feeling in the fingers can lead to a poor pencil grip (Footnote 9).
7. ADHD: a lowered attention span can hurt graphomotor processing (Footnote 9).
8. hand strength
9. motor planning: the lack of coordination can hurt handwriting and directionality (Footnote 11).
Okay, try not to be overwhelmed, but try to think of it as taking the first step towards truly understanding why students struggle with writing, and why telling them to write more and hold their pencil correctly is not an effective strategy. For students with graphomotor or handwriting dysfunction you need a wide variety of strategies. You will get students who need help, so let's start acquiring some strategies now.
Betsy Bates further states that graphomotor dysfunction is different from fine motor function. Graphomotor skils include: previsualization, memory, production, and feedback (Footnote 8). When looking to see if a child has graphomotor dysfunction you should be aware of all of these components.
Why is this important? You can have an incredibly bright child, but if the thoughts in their head are not making contact with the paper, then their academic future is at risk. Feder and Majnemer state that, "handwriting dysfunction in children range from 10 to 30% and the consequences for academic performance have been well documented" (Footnote 9).
What should you look for when trying to identify graphomotor dysfunction? You have to look at two different components: legibility and speed. In this you have to look at letter formation, spacing, size, slant, and alignment. The most important parts being letter formation and size. While as educators of young children we do not want to compare children it is important to compare writing speeds. An incredibly slowed down speed of writing is a sign of graphomotor dysfunction (Footnote 9).
There are variety of characteristics and causes common to graphomotor dysfunction. Each child with graphomotor dysfucntion may exhibit one or more of the following characteristics.
1. orthographic motor integration: "the process of retrieving letter forms from memory and then producing them in written form," (Footnote 10).
2. orthographic coding: "how students store and later retrieve letter forms from memory," (Footnote 10).
3. fine motor control: those small movements in the fingers which often interferes with pencil grasp (Footnote 9).
4. bilateral integration: "the ability to perform symmetrical and asymmetrical movements of the body during an activity" (Footnote 9). Think about holding the paper with one hand and writing with the other, not so easy for some students.
5. visual-motor integration: how the eyes connection to the hand movements (Footnote 9).
6. sensory awareness of fingers: a low awareness of feeling in the fingers can lead to a poor pencil grip (Footnote 9).
7. ADHD: a lowered attention span can hurt graphomotor processing (Footnote 9).
8. hand strength
9. motor planning: the lack of coordination can hurt handwriting and directionality (Footnote 11).
Okay, try not to be overwhelmed, but try to think of it as taking the first step towards truly understanding why students struggle with writing, and why telling them to write more and hold their pencil correctly is not an effective strategy. For students with graphomotor or handwriting dysfunction you need a wide variety of strategies. You will get students who need help, so let's start acquiring some strategies now.
Handwriting Standards
It's a small section on the ELA literacy competencies. When you are planning a lesson you probably don't think about that handwriting competency too much. For those students who have an easy time with handwriting and graphomotor skills the standard can be easily mastered. Yet, for those students who struggle writing letters legibly and writing uppercase and lowercase letters can be a real struggle.
Handwriting Without Tears has provided a list of extensive grade level standards for handwriting that help the teacher to,
These standards can help us as educators truly understand where our students are in terms of graphomotor development and if they are on grade level or not. Understanding the student's grade level appropriateness and where the handwriting problem might lie can further help us develop intervention plans for the the students.
Handwriting Without Tears has provided a list of extensive grade level standards for handwriting that help the teacher to,
- "Assess student proficiency
- Determine the need for additional instruction or remediation
- Monitor progress
- Help students achieve academic goals".
These standards can help us as educators truly understand where our students are in terms of graphomotor development and if they are on grade level or not. Understanding the student's grade level appropriateness and where the handwriting problem might lie can further help us develop intervention plans for the the students.
Adaptive Technology: Where to Start Looking
So, I love Lakeshore Learning as much as the next teacher, but in terms of graphomotor and handwriting development they don't always get down to the nitty gritty. In fact, you often cannot find many of the adaptive technology supplied in the typical teacher story. That's why I like to peruse the online aisles of Therapro for a wide variety of adaptive technology resources. For a first time visitor there is a lot of fun on this website. I recommend some of my favorite wish list areas: Vertical Surfaces & Easels, Writing Tools, and Adaptive Scissors.
Before you know it, you will have a wish list as long as mine.
Before you know it, you will have a wish list as long as mine.
Assessing Fine Motor Control
So, we may not all be so lucky as to have an immediately available OT evaluator at our door step waiting to test every student the moment we see a need. As educators we need to be able to do our own minimal assessments of graphomotor abilities. This websites (run by an occupational therapist!) has assessment checklists available for fine motor and gross motor control. I recommend using the fine motor control checklist as a barometer before deciding on the intervention necessary for the child.
Fine Motor Observations Checklist
Fine Motor Observations Checklist
Practicing The Shapes and Lines
When I think of writing I think of a selection of basic shapes and lines that when put together make the letters and numbers that we use every day. I remember how much I used to love coloring books and mazes as a child, and how secretly they were teaching me the fine motor control I needed to make letters and numbers.
Our students may or may not come in with that basic fine motor control. As teacher we can provide simple tracing or color pages that give children practice with the basic shapes and lines they need to make letters and numbers. Try some of the websites below for basic worksheets that let children practice the shapes and lines that go into writing numbers and letters!
SEN TEACHER
Kidzone
Kids Learning Station
Our students may or may not come in with that basic fine motor control. As teacher we can provide simple tracing or color pages that give children practice with the basic shapes and lines they need to make letters and numbers. Try some of the websites below for basic worksheets that let children practice the shapes and lines that go into writing numbers and letters!
SEN TEACHER
Kidzone
Kids Learning Station
Monday, November 30, 2009
How The Kids See It
Ever wonder what children with graphomotor dysfunction feel like when they try to write? Try this activity from PBS to try and understand what it might be like for children with graphomotor dysfunction.
CLICK HERE!!!
Does that make you want to do anything different in your class?
CLICK HERE!!!
Does that make you want to do anything different in your class?
Why did the chicken cross the midline...
Why did the chicken cross the midline?
In order to create collaboration between both sides of the brain.
Okay, so maybe not the best joke, and maybe it does sound like a football term, but really, what is the midline.
The midline is that invisible line in the brain that students need to be able to cross in order to create collaboration between both hemispheres. In order for the left and right side to function in harmony the student must be able to cross the midline.
Hand eye coordination is an important prerequisite for writing that we don't often think about, but our students need it in order to write. (Footnote 7)
To view the Google Doc for the source used please visit HERE.
In order to create collaboration between both sides of the brain.
Okay, so maybe not the best joke, and maybe it does sound like a football term, but really, what is the midline.
The midline is that invisible line in the brain that students need to be able to cross in order to create collaboration between both hemispheres. In order for the left and right side to function in harmony the student must be able to cross the midline.
Hand eye coordination is an important prerequisite for writing that we don't often think about, but our students need it in order to write. (Footnote 7)
To view the Google Doc for the source used please visit HERE.
Sunday, November 29, 2009
Adaptive Technology: The Writing C.L.A.W
First, I must put out there a quick definition of adaptive technology. Adaptive technology is more than just computers and headsets. Adaptive technology is any tool that helps someone with a difficulty in a certain area. In writing there is a plethora of tools to help children and adults with graphomotor difficulties and other struggles in writing. This regular feature will share different products that can be used in the classroom.
Now onto the C.L.A.W...
The Writing C.L.A.W is not your typical pencil grip. Sure, it's made of squishy material and is soft to the touch. Unlike other grips there is no guessing of where your fingers go. There are three slots for fingers to slide into and easily pinch the appropriate part of the pencil. I have found that most children who struggle with other grips simply let their fingers slide to their comfort zone, but with the Writing C.L.A.W your fingers are not moving anywhere. I have seen it work wonders in the classroom, and while it isn't for every student, I have found that students are happier and more comfortable with the Writing C.L.A.W than any other pencil grip on the market. Try it in your classroom today and see what your students think, you might just be surprised.
Now onto the C.L.A.W...
The Writing C.L.A.W is not your typical pencil grip. Sure, it's made of squishy material and is soft to the touch. Unlike other grips there is no guessing of where your fingers go. There are three slots for fingers to slide into and easily pinch the appropriate part of the pencil. I have found that most children who struggle with other grips simply let their fingers slide to their comfort zone, but with the Writing C.L.A.W your fingers are not moving anywhere. I have seen it work wonders in the classroom, and while it isn't for every student, I have found that students are happier and more comfortable with the Writing C.L.A.W than any other pencil grip on the market. Try it in your classroom today and see what your students think, you might just be surprised.
Handwriting Website: Amazing Handwriting Worksheet Maker
There are lots of websites that offer handwriting worksheets but I always find it more useful to make my own. The Amazing Handwriting Worksheet Maker let's you choose the font and then plug in what you want students to trace. You can put in student names, months of the year, sight words, or anything else your heart desires. This website is useful for early childhood classrooms.
Past The Tripod Grip: What Get's In the Way Part I
So, as teachers we can preach and teach the tripod grip until our faces are blue and the student holds the pencil the way we want, but it may not be doing the students any good. There are some students who need to grip their pencils in other ways until they build the appropriate skills for the tripod grip. We have to look at why they hold the pencil the way they do instead of just telling the students to change their grip.
When you think about pencil grip upper arm strength isn't the first thing that comes to mind. Yet, upper arm strength and muscle tone can affect a student's ability to hold and manipulate a writing utensil. For these students an extra finger on the pencil is useful for control. In the meantime the child should also be working on building some muscle tone at the play ground. Simple weight exercises can help.
Wiggle your fingers. Move one finger. Now the other. We take for granted our ability to isolate fingers and perform small movements. Not all children can do this. For students who struggle with isolating fine finger movements the tripod grip can be quite difficult. To start these students might hold their pencil closer to the palm and use their wrist to manipulate during writing. For these students hand over hand modeling and practicing fine motor skills is necessary to build proper finger movement skills for the tripod grip.
These are just two barriers to the proper pencil grip. Be on the look out for these in your class and read about more barriers soon (footnote 1).
When you think about pencil grip upper arm strength isn't the first thing that comes to mind. Yet, upper arm strength and muscle tone can affect a student's ability to hold and manipulate a writing utensil. For these students an extra finger on the pencil is useful for control. In the meantime the child should also be working on building some muscle tone at the play ground. Simple weight exercises can help.
Wiggle your fingers. Move one finger. Now the other. We take for granted our ability to isolate fingers and perform small movements. Not all children can do this. For students who struggle with isolating fine finger movements the tripod grip can be quite difficult. To start these students might hold their pencil closer to the palm and use their wrist to manipulate during writing. For these students hand over hand modeling and practicing fine motor skills is necessary to build proper finger movement skills for the tripod grip.
These are just two barriers to the proper pencil grip. Be on the look out for these in your class and read about more barriers soon (footnote 1).
Saturday, November 28, 2009
Sky Writing
Sky writing is a great tool for any early childhood classroom, and an especially powerful tool for students who struggle for form letters. Sky writing is as it says, writing in the sky. By using a finger to create letters in the air students can gain control over some of their motor planning that can later be applied to writing the letters on paper. Watch this quick video to see and example of sky writing. (see footnotes 5 &6).
Breaking Down the OT Mystery
In your classroom there will be a variety of children with graphomotor needs. As the teacher we need to be aware when we should be differentiating in the classroom to meet the child's needs and when we need to look to outside help for support.
The most important source to help in understanding and differentiating for graphomotor needs is an occupational therapist. My school is blessed to have an excellent full time OT (occupational therapist). The OT is mandated to work with certain students, but also serves as a valuable resource for strategies to help with all of my students.
Kranowitz defines occpational therapy as, "a health profession that helps people improve the functioning of their nervous system in order to develop skills leading to independence in personal, social, academic, and vocational pursuits. An occupational therapist is an allied health professional trained in the biological, physical, medical, and behavioral sciences including neurology, anatomy, development, kinesiology, orthopedics, psychiatry, and psychology, "(see footnote 4).
If you aren't sure if a student needs the help of occupational therapy talk to your school's OT and get their opinion. Most of all, if you feel like the student needs services get started immediately on helping the child!
The most important source to help in understanding and differentiating for graphomotor needs is an occupational therapist. My school is blessed to have an excellent full time OT (occupational therapist). The OT is mandated to work with certain students, but also serves as a valuable resource for strategies to help with all of my students.
Kranowitz defines occpational therapy as, "a health profession that helps people improve the functioning of their nervous system in order to develop skills leading to independence in personal, social, academic, and vocational pursuits. An occupational therapist is an allied health professional trained in the biological, physical, medical, and behavioral sciences including neurology, anatomy, development, kinesiology, orthopedics, psychiatry, and psychology, "(see footnote 4).
If you aren't sure if a student needs the help of occupational therapy talk to your school's OT and get their opinion. Most of all, if you feel like the student needs services get started immediately on helping the child!
Colored Paper
Ever wonder why students like things with bright colors? A research study focusing on children with ADHD and learning disabilities found that using colored paper for writing improved the students handwriting. The colored paper provides extra stimulation for the students that allows them to focus on their work. (Footnote 3).
This can easily be applied as a tool for differentiation. I simply took my writing paper template from my computer and printed it on colored paper from staples. It is a simple way to provide extra focus for students. With the improvement of handwriting the clarity of writing might improve in other ways for your students. If you are worried about the cost they sell lots of colored paper at dollar stores. Simply ask your school to make copies on your own paper. There are a lot of affordable ways to apply this in your classroom!