11 Strategies For Graphomotor Problems

11 Strategies For Graphomotor Problems

1. for​ children who have difficulty with orthographic coding, it​ may be helpful to​ tape an​ alphabet line to​ the​ corner of​ their desk for​ easy reference.

2. Students with graphomotor problems should be given extended time to​ complete written assignments and/or a​ reduction in​ the​ volume of​ written output. for​ example, if​ the​ exercise given is​ to​ correctly capitalize and​ punctuate sentences or​ a​ passage, these should be provided to​ the​ student in​ typed form so that he/she has to​ only correct the​ work, rather than write it​ and​ then correct it. Also, if​ the​ assignment is​ to​ answer the​ questions at​ the​ end of​ the​ chapter in​ social studies, the​ student should be required only to​ write the​ answers, not both questions and​ answers. Additionally, he/she should be allowed to​ state answers in​ short phrases. in​ other words, if​ the​ subject matter being assessed is​ knowledge of​ information presented in​ the​ social studies chapter, it​ is​ this that should be assessed, not how competent the​ student is​ with the​ physical act of​ writing, or​ how much writing interferes with his/her ability to​ demonstrate his/her knowledge of​ social studies.

3. Children with handwriting difficulties may need to​ be given the​ opportunity to​ provide oral answers to​ exercises, quizzes, and​ tests.

4. Learning to​ type is​ helpful for​ these students. Writing assignments should be done in​ stages. Initially, the​ child would focus only on generating ideas. Next, he/she would organize his/her ideas. Finally, the​ student would attend to​ spelling and​ mechanical and​ grammatical rules. There are computer software programs available with spell and​ grammar checks.

5. Students with graphomotor problems may need to​ be provided with information presented on the​ board or​ on overheads in​ written form, such as​ teacher-prepared handouts or​ Xerox copies of​ other students' notes.

6. Children with handwriting problems should be provided with written outlines so that they do not have to​ organize lectures or​ class materials themselves. This becomes particularly important in​ junior high grades.

7. Parents should be given the​ opportunity to​ purchase an​ extra set of​ textbooks for​ the​ purpose of​ highlighting, particularly for​ content area subjects. Also, notes may be made on Post-Its and​ then the​ Post-Its could be attached to​ a​ larger sheet.

8. it​ is​ often necessary to​ use alternative grading systems for​ children with graphomotor problems. One grade would be given for​ overall appearance and​ mechanics of​ writing, and​ the​ second for​ content.

9. When writing reports, it​ may be helpful for​ the​ student to​ identify his/her own errors and​ to​ correct these after learning specific strategies to​ do so. He/she would then list his/her most frequent errors in​ a​ workbook and​ refer to​ this list when self-correcting.

10. it​ should be stressed to​ school personnel that slow work habits are often a​ result of​ graphomotor difficulties and​ do not reflect deficits in​ motivation.

11. Electronic devices, such as​ the​ Franklin Speaking Spelling Ace may be helpful for​ students with handwriting problems.

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