12/2/2016 This is your Brain….. Dysgraphia 101 Laura Dowdy, Stefanie Perry and Kelly Elias This is your Brain Reading and Writing • Orthographic Coding: how the brain pays attention to, visually remembers and codes Orthographic Coding words and word parts relating them to spoken words (thru vs through) • Phonological Coding: segmenting spoken words (word sounds) into units, relate them to how the brain pays attention to, visually units in written words – breaking words apart and putting back together remembers and codes words and word parts • Morphological Coding: coding of base words (“root”) with suffixes and prefixes, for relating them to spoken words (thru vs through) example – corner vs builder • Verbal Working Memory – working memory that allows you to store and process letters and written words, listening comprehension and written sentences • RAN – measures ability to name familiar symbols/single letters, letter groups or words that are repeated across rows both accurately and rapidly • RAS – measures executive function of switching categories (attentional switches) an different 1 12/2/2016 quieter ei telescope sc preapproved er 2 12/2/2016 exclamation ti Phonological Coding Now your turn segmenting spoken words (word sounds) into • Drum roll please……… units, relate them to units in written words – breaking words apart and putting back together Morphological Coding Now Your Turn coding of base words (“root”) with suffixes and Movement Move prefixes, for example – corner vs builder Imaginary Imagine Sentence Sent Reality Real Depth Deep Clarity Clear Billion Bill Butter Butt 3 12/2/2016 Verbal Working Memory Now Your Turn • working memory that allows you to store and • Verbal Working Memory - Letters process letters and written words, listening • You get only 5 seconds to answer comprehension and written sentences Now Your Turn RAN • Verbal Working Memory – Words • measures ability to name familiar • You get only 5 seconds to answer symbols/single letters, letter groups or words that are repeated across rows both accurately and rapidly RAN RAS • measures central executive function of switching • May I have a volunteer?!? categories (attentional switches) 4 12/2/2016 Berninger’s Working Memory Architecture RAS • May I have a volunteer?!? Berninger’s View of Reading and Writing What do you know about how Processing Disabilities student’s learn to write? Dysgraphia 101 Pre Test Image Credit: PAL II: Process Assessment of the Learner, Virginia Berninger, Pearson Clinical 2007 Which skills are developed in the successful writer? Simple (or not so simple) View of Writing TEXT GENERATION Humble ISD Writing Efficiency Content, Ideas, Voice Hierarchy VERBAL WORKING MEMORY MECHANICS EXECUTIVE FUNCTIONS Handwriting, spelling, Attention, planning, spacing, punctuation reviewing, revising, self - regulation 5 12/2/2016 Research What is Handwriting? • Juel (1988) found that 1/3 of fourth graders had difficulty with low-level writing skills (i.e. handwriting and spelling)- mechanics “Handwriting is a complex perceptual-motor skill that is dependent upon the maturation and • Another 1/3 had difficulty with high level skills integration of a number of cognitive, perceptual (i.e. composition)- text generation and motor skills, and is developed through guided direct instruction” • Another 1/3 had difficulty with both (Hamstra-Bletz and Blote, 1993; Maeland, 1992). Mather, N & Wendling, B.J. (2009) Essentials of evidence-based academic interventions p. 140 Components of Handwriting Why Teach Handwriting? • Recall the appearance of the letters, letter groups and spelling patterns (orthographic memory)- “see it” “In dozens of studies, researchers have found that, done right, early handwriting instruction • Visualize the letter and coordinate the motor improves students’ writing. Not just its legibility patterns needed to form the letters (graphomotor)- “do it” but its quantity and quality.” • Judge the amount of space that is needed between the letters and words and try to Graham, S. (2009-2010) Want to improve children’s writing? Don’t neglect their position the letter on the writing lines handwriting. American Educator, 20-25 (sensory/spatial)- “place it” Mather, N., Wendling, B., & Roberts, R. (2009). Writing Assessment and Instruction for Students with Learning Disabilities (p. 9) TEKS Snapshot – Kindergarten Writing TEKS Snapshot – Grade 1 Writing Ready for STAAR Ready for STAAR K.13(A) plan a first draft by generating ideas for writing through class discussion (with adult assistance) K.13(B)* develop drafts by sequencing the action or details in the story (with adult assistance) 1.17(A) plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas) Writing Process K.13(C)* revise drafts by adding details or sentences (with adult assistance) 1.17(B)* develop drafts by sequencing ideas through writing sentences K.13(D)* edit drafts by leaving spaces between letters and words (with adult assistance) Writing Process 1.17(C)* revise drafts by adding or deleting a word, phrase, or sentence K.13(E) share writing with others (with adult assistance) 1.17(D)* edit drafts for grammar, punctuation, and spelling using a teacher‐developed rubric 1.17(E) publish and share writing with others Reporting Category* Readiness Standards Supporting Standards K.14(A)* dictate or write sentences to tell a story and put the K.14(B) write short poems Reporting Readiness Standards Supporting Standards sentences in chronological sequence Category* K.15(A)* dictate or write information for lists, captions, or 1.18(A)* write brief stories that include a beginning, middle, 1.19(C) write brief comments on literary or informational texts 1 invitations and end (literary) 1.18(B) write short poems that convey sensory details K.18(C) write one's own name 1.19(A)* write brief compositions about topics of interest to 1.19(B) write short letters that put ideas in a chronological or logical sequence and use 1 Composition the student (expository/procedural) appropriate conventions (e.g., date, salutation, closing) Composition K.13(C)* revise drafts by adding details or sentences (with adult assistance) 1.17(C)* revise drafts by adding or deleting a word, phrase, or 2 sentence Revision 2 K.13(D)* edit drafts by leaving spaces between letters and K.16(A)* understand and use the following parts of speech in the context of reading, Revision words (with adult assistance) writing, and speaking (with adult assistance): 1.21(A) form upper‐ and lower‐case letters legibly in text, using the basic conventions K.16(B)* speak in complete sentences to communicate (i)* past and future tenses when speaking 1.17(D)* edit drafts for grammar, punctuation, and spelling K.17(A) form upper‐ and lower‐case letters legibly using the (ii)* nouns (singular/plural) using a teacher‐developed rubric of print (left‐to‐right and top‐to‐bottom progression), including spacing basic conventions of print (left‐to‐right and top‐to‐ (iii)* descriptive words 1.20(B) speak in complete sentences with correct subject‐ between words and sentences (iv)* prepositions and simple prepositional phrases appropriately when 1.21(B)* recognize and use basic capitalization for: bottom progression) verb agreement speaking or writing (e.g., in, on, under, over) (iii)* names of people 1.21(B)* recognize and use basic capitalization for: 3 (v)* pronouns (e.g., I, me) 1.21(C) recognize and use punctuation marks at the end of declarative, exclamatory, 3 (i)* the beginning of sentences Editing K.16(C)* use complete simple sentences and interrogative sentences Editing (ii)* the pronoun "I" K.17(B)* capitalize the first letter in a sentence 1.22(B)* use letter‐sound patterns to spell 1.22(C)* spell high‐frequency words from a commonly used list K.17(C)* use punctuation at the end of a sentence 1.22(D)* spell base words with inflectional endings (e.g., adding "s" to make words K.18(A) use phonological knowledge to match sounds to letters plurals) K.18(B)* use letter‐sound correspondences to spell consonant‐vowel‐consonant (CVC) 1.22(E)* use resources to find correct spellings words (e.g., "cut") Genres Genres Literary Informational Literary Informational Fiction Expository Fiction Expository Poetry Poetry Procedural NOTE: The classification of standards on this TEKS Snapshot represents the reviewed and synthesized input of a sample of Texas Kindergarten – Grade 2 teachers. This TEKS Snapshot DOES NOTE: The classification of standards on this TEKS Snapshot represents the reviewed and synthesized input of a sample of Texas Kindergarten – Grade 2 teachers. This TEKS Snapshot DOES NOT represent a publication of the Texas Education Agency. District curriculum materials may reflect other classifications. NOT represent a publication of the Texas Education Agency. District curriculum materials may reflect other classifications. 6 12/2/2016 So how do kids learn to write ? Handwriting 101 The Big Question?!? Looking CLOSELY at OSMOSIS HANDWRITING CONCERNS: When is it a DYSGRAPHIA concern and When is it an INSTRUCTIONAL need? Alien Implantation? Adapted and reprinted with permission Denver Public Schools 2011 http://denver.co.schoolwebpages.com/education/components/scrapbook/default.php?sectiondetailid=1859&& QUESTION 1: QUESTION 2: Has the student received explicit handwriting instruction with fidelity? Does the student know all the uppercase and lowercase letters/forms? • Students must receive explicit guided handwriting instruction on letter formation and placement with • To be an effective