writing, dysgraphia and the human brain

Stern Center for Language and Learning www.sterncenter.org

• It is not language that separates us from the animal kingdom, it is print.

• Written expression is the most cognitively demanding task that humans perform. It stresses our language system, our spatial system, working memory, and our fine-motor skills.

Writing & the Human Brain


• If we can learn to read, then we can learn to write simply by applying our skills in the reverse direction.

MYTH about Writing:


• The orthographic processor takes in a string of letters and extracts essential features from each letter that differentiates them from other letters.

Recognizing Print (Reading)


• The act of writing letters requires a more precise knowledge of letter formation. Writers have internalized the sequence and direction of each stroke in a letter.

Forming Letters (Writing)


• Writing forces us to make connections, organize our thoughts, and think them through with sequence and logic.

• When we write about science, history, and language arts, we learn. We think deeply about our subject.

• Literacy is not just about reading; it is about writing.

What do good writers do?


• Chall (1983) said that we move from “learning to read to reading to learn.” The same is true of written expression.

• Writing is a tool for learning.

Why Do We Teach Writing?


Working Memory

Emotion Thinking

STM LTM

ExecutiveFunctioning

From the Inside: Writing relies heavily on memory & executive functioning


• Writing Components

• Graphomotor Skill

• Letter Formation

• Spelling Rules & Exceptions

• Capitalization

• Punctuation

• Word Choice

• Sentence Structure

• Sequence & Organization

• Knowledge of Topic

Working Memory is like a stage.


Aspect of Executive Function Writing Function

Initiating Idea Generation, Independent Learner

Sustaining Tracking Thoughts, Focus, Flow

Inhibiting Refrain from Impulsivity and Distraction

Shifting Transitioning

Organizing Structure and Transitions

Planning Spacing, Cohesive Ties

Self-Monitoring Observant and Aware

Executive Function & Writing


• Research indicates that automatic letter writing is the best predictor of length and quality at the primary school level (Berninger et al., 1997) and at the secondary level (Connelly, & Hurst, 2001).

• Handwriting is a critical cog in the development of writing skill (Berninger, Cartwright, Yates, and Abbot, 1994).

• Explicit handwriting instruction can prevent writing difficulties (Graham, Harris, Fink, 2000).

A Few Comments on Handwriting


• Technology is not a substitute for learning how to print or do cursive.

– It is important for the development of spelling and…in turn, reading.

–By the time that technology is made available for writing, it is already too late. Learning to write depends on handwriting skill.

A Few More Comments on Handwriting:


• Children with language disorders will find it hard to put their thoughts on paper.

Not All Writing Challenges are Alike


• Dysgraphia: The term means “disordered writing.” It has its roots in poor handwriting, spelling, and written grammar.

Writing Gone Awry…


According to IDEA, SLD is:

– a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. Such term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. Such term does not include a learning problem that is primarily the result of visual, hearing, or motor disabilities, of mental retardation*, of emotional disturbance, or of environmental, cultural, or economic disadvantage.” (20 U.S.C. § 1401 (30)) *Now known as intellectual disability

Specific Learning Disability


• Difficulties learning and using academic skills, as indicated by the presence of al least one of the following symptoms that have persisted for at least 6 months, despite the provision of interventions that target those difficulties:

• Difficulties with spelling (e.g. may add, omit, or substitute vowels or consonants)

• Difficulties with written expression (e.g. makes multiple grammatical or punctuation errors within sentences; employs poor paragraph organization; written expression of ideas lacks clarity)

DSM-5 Definition: Specific Learning Disorder


• Visual-Spatial Difficulties

• Fine Motor Difficulties

• Language Processing Issues

• Spelling Issues/Handwriting Issues

• Grammar and Usage Problems

• Organization of Written Language

Signs of Dysgraphia


• Difficulty learning and writing the alphabet.

Signs of Dysgraphia in Young Children


Skill Intervention

Motor Handwriting InstructionKeyboarding InstructionVoice Recognition

Spelling Alphabetic PhonicsSpellography

Language Vocabulary/Word StructureSentence StructureLinking Words

Executive Functioning Graphic OrganizersOutlinesInspiration/Kidspiration

Self Monitoring Teacher & peer reviewCOPS StrategyRubrics for Self Checking

Research Based Dysgraphia Interventions (Steven G. Feifer)


• In the field of reading, we often discuss the relationship between listening comprehension and reading comprehension.

• In the field of writing, we should be discussing the relationship between what we understand, what we can express orally, and what we can write.

• Do not be afraid to consult with your speech and language pathologist over written language concerns.

The Connection Between Written Language and Oral Language


• Written language piggybacks on the oral language system. When students have difficulty formulating sentences and when they write with a poor written vocabulary, they may be showing signs of a speech and language impairment. Written language has a way of taxing the oral language system in ways Mother Nature never imagined. Sometimes the treatment of the written language problem also includes work in oral language.

Final Thoughts


Thank You!Melissa Farrall, Ph.D.

[email protected]

Director of EvaluationStern Center for Language and Learning

www.sterncenter.org | 802-878-2332

http://www.sterncenter.org/

writing, dysgraphia and the human brain

Education