DYSLEXIA
and
Dysgraphia
DYSLEXIA
Dyslexia is a learning disorder that
involves difficulty reading due to
problems identifying speech sounds
and learning how they relate to
letters and words (decoding). Also
called a reading disability, dyslexia
is a result of individual differences
in areas of the brain that process
language.
SIGNS AND SYMPTOMS
In children In Adolescents and Adults
•Difficulty learning to read or recognize words •Slow or hesitant reading, often taking longer to
•Trouble with spelling and writing, even in short process written material
sentences
•Trouble remembering names or words
•Difficulty with understanding the sequence of
•Difficulty organizing thoughts in writing or
letters and words
•Avoiding reading tasks
speaking
•Difficulty following multi-step instructions •Poor spelling and difficulty with grammar and
•Confusing similar-looking letters (e.g., b and d, p punctuation
and q) •Struggling to comprehend text, even if it’s read
•Slow reading pace and frequent mistakes in multiple times
reading aloud •Poor handwriting
•Problems with rhyming or phonological awareness
(the ability to hear and manipulate sounds in
words)
COMMON REASONS OF DYSLEXIA
1. Genetics: Dyslexia tends to run in families, suggesting a hereditary
component. Specific genes that affect reading and language processing
may be involved.
2. Brain structure and function: Brain imaging studies suggest that
dyslexia is associated with differences in the areas of the brain
responsible for processing language. Specifically, the left hemisphere of
the brain, including the phonological processing areas, may be involved.
[Link] factors: Exposure to certain conditions or substances in the
womb (like alcohol, drugs, or toxins) can impact brain development and
increase the risk of dyslexia.
COMMON REASONS OF DYSLEXIA
4. Premature birth: Children born prematurely are at a higher risk of
developing dyslexia.
5. Environmental factors: A lack of early language exposure, reading
practice, or early childhood education may contribute to the challenges
faced by individuals with dyslexia, though the condition itself is
neurological.
DIAGNOSIS
1. Screening and observation: Teachers and parents may notice signs early on,
prompting further testing.
2. Psychological evaluation: A comprehensive assessment by a psychologist or other
professionals that includes cognitive and academic testing.
3. Speech-language assessments: A speech-language pathologist may test
phonological awareness, decoding ability, and language processing.
4. Standardized reading tests: These assess a person's ability to decode words and
comprehend written text.
5. Rule out other causes: The process often involves ruling out other possible causes,
such as hearing impairment or vision problems, that could affect learning.
TREATMENT
1. Structured Literacy Programs: These programs use explicit, systematic teaching
methods that break down the reading process into smaller, manageable steps. One
popular approach is Orton-Gillingham, which involves multisensory techniques
(visual, auditory, and kinesthetic learning).
2. Multi-Sensory Instruction: Special education tutors trained in dyslexia can work
one-on-one with students, providing tailored instruction to meet their specific
needs.
3. Assistive Technology: Special education tutors trained in dyslexia can work one-
on-one with students, providing tailored instruction to meet their specific needs.
4. Phonics and Phonemic Awareness Training: Special education tutors trained in
dyslexia can work one-on-one with students, providing tailored instruction to meet
their specific needs.
TREATMENT
5. Language Therapy: Speech-language pathologists can work with individuals to
improve their phonological awareness and language processing skills.
6. Reading intervention: Programs designed to improve basic reading skills, including
word decoding, reading comprehension, and fluency.
7. Accommodations in school or workplace: Extended time on tests, audiobooks, and
note-taking support are common accommodations.
Teaching Techniques
1. Multisensory instruction: Using visual, auditory, and kinesthetic
modalities simultaneously helps reinforce learning.
[Link] tasks into smaller steps: Dyslexic students may struggle with long
or complex instructions, so breaking down tasks helps make them more
manageable.
3. Provide additional time for reading and writing tasks: Dyslexic students
may need extra time to complete reading assignments or tests.
4. Use graphic organizers: These tools can help students organize thoughts,
ideas, and structures in writing
Teaching Techniques
5. Provide oral presentations and discussions: Allowing students to
demonstrate their knowledge orally instead of in written form helps them
showcase their strengths.
6. Regular, structured practice: Frequent, consistent practice with phonics,
reading, and spelling will help reinforce the skills being taught.
7. Use of technology: Teachers can incorporate technology like text-to-
speech or dictation software to support learning.
Dysgraphia
Dysgraphia is a neurological condition
and learning difference in which
someone has difficulty with writing for
their age level. This can range from
issues with the physical act of writing to
issues with translating thoughts into
written words. Dysgraphia is
manageable with interventions that can
help you learn new writing strategies.
SIGNS AND SYMPTOMS
1. Poor handwriting
2. Difficulty with spelling
3. Problems organizing thoughts on paper
4. Slowness in writing tasks
5. Difficulty with fine motor skills
6. Avoidance of writing
7. Difficulty with written expression
8. Inconsistent spacing
9. Problems with copying text
10. Memory and recall issues
COMMON REASONS OF Dysgraphia
Genetics Trauma or injury
Neurological Factors Environmental factors
Motor control issues Language processing disorders
Processing speed and working memory
Genetics
There may be a genetic component, as dysgraphia can
run in families. If a close relative has a learning disability,
there may be a higher risk of developing dysgraphia.
Neurological Factors
Dysgraphia is often associated with differences in
the brain's ability to process and coordinate
writing. These can involve areas of the brain related
to motor control, language, and visual-spatial
processing.
Motor control issues
Some individuals with dysgraphia have difficulty with
fine motor skills, such as the precise hand movements
required for writing. This can make the physical act of
writing challenging.
Trauma or injury
In rare cases, brain injuries or trauma (such as a stroke
or head injury) can lead to the development of
dysgraphia, particularly if the injury affects the areas of
the brain involved in motor skills and writing.
Environmental factors
In some cases, difficulties in writing may be exacerbated by
environmental factors such as inconsistent educational
support, lack of appropriate tools or accommodations, or
stress and anxiety related to schoolwork.
Language processing disorders
Some children with dysgraphia also have other
language-based learning disabilities like dyslexia,
where difficulty in processing written language might
contribute to challenges in writing as well.
Processing speed and working memory
People with dysgraphia might struggle with processing
information quickly enough to write it down, or their
working memory might not allow them to hold multiple
pieces of information (like spelling, grammar, and
content) while writing.
Diagnosis
1. Initial Assessment and History
This step helps gather important backgrounding
information about the individual’s difficulties with
writing and any relevant medical, educational, or
familial context. It helps to understand when the
writing struggles first began and whether they are
consistent or worsening over time.
Diagnosis
2. Observations of Writing Behavior
Observing the individual's actual writing habits,
physical writing ability, and overall approach to tasks
provides insight into the nature of their difficulties.
This includes both the physical act of writing and the
cognitive process behind it.
Diagnosis
3. Cognitive and Academic Testing
This step helps assess cognitive abilities, motor
skills, and academic performance in writing, to see
whether the individual’s difficulties with writing are
related to a learning disability like dysgraphia or
another issue.
Diagnosis
4. Exclusion of Other Conditions
It's important to ensure that the writing difficulties
are not caused by other conditions like ADHD,
dyslexia, or motor disorders, as these can
sometimes overlap with or contribute to
dysgraphia.
Diagnosis
5. Diagnostic Criteria
This step helps the evaluator determine whether
the individual’s symptoms meet the criteria for
dysgraphia, based on patterns of writing difficulties
that are consistent across different settings and
tasks.
Diagnosis
6. Multidisciplinary Team
Some diagnoses involve multiple professionals
who collaborate to ensure a comprehensive
evaluation. A team approach helps consider all
aspects of the individual’s abilities and challenges.
Diagnosis
7. Additional Tools and Accommodations
After diagnosing dysgraphia, the evaluator
recommends tools, strategies, and
accommodations to help the individual manage
their difficulties and improve their writing skills.
TREATMENT
1. Educational Interventions
These involve structured teaching methods that target specific
writing difficulties. Teachers often break tasks into manageable steps
and provide direct instruction in writing strategies.
2. Assistive Technology
Technology tools help individuals with dysgraphia bypass the
physical challenges of writing. These tools can include speech-to-
text software, word processors, and more.
TREATMENT
3. Accommodations in School or Work
Accommodations are adjustments made in educational or work
settings to support individuals with dysgraphia. These changes may
include more time for tasks or using alternative methods to complete
assignments.
4. Therapeutic Interventions
Therapy focuses on improving physical or emotional aspects related
to writing. Occupational therapy helps with fine motor skills, while
cognitive behavioral therapy (CBT) can help address anxiety or
frustration related to writing.
TREATMENT
5. Parental Support
Parents can play a crucial role in supporting a child with dysgraphia
by creating a positive and supportive environment. This includes
offering praise, reducing writing-related stress, and providing
resources like a quiet workspace.
6. Medication
While there’s no specific medication for dysgraphia itself,
medications for co-occurring conditions like ADHD can help improve
focus and attention, indirectly supporting writing tasks.
TEACHING TECHNIQUES
1. Provide Clear, Structured Instructions
Breaking tasks into smaller, clear steps reduces confusion and
allows students to focus on completing one part at a time. This
structure makes it easier for students with dysgraphia to
understand what is expected of them.
2. Use Graphic Organizers
Graphic organizers help students visually map out their
ideas before writing. This strategy helps them organize their
thoughts, making it easier to develop a written product.
TEACHING TECHNIQUES
3. Teach Typing and Keyboarding
Handwriting can be particularly challenging for students with
dysgraphia. Teaching them to type can alleviate the physical
strain of handwriting and allow them to focus more on content.
4. Use Technology and Assistive Tools
Assistive technologies like speech-to-text software and
word processors with spell check can support students in
producing written work without the challenges of
handwriting.
TEACHING TECHNIQUES
5. Provide Extended Time
Students with dysgraphia may need extra time to organize their
thoughts or write due to their difficulties with handwriting.
Giving extended time reduces pressure and allows them to
complete the task more thoughtfully.
6. Encourage Oral Presentations and
Discussions
Allowing students to express their thoughts verbally instead
of writing them down can reduce the frustration that comes
with the mechanics of writing. It also allows them to
demonstrate their knowledge in a more comfortable way.
TEACHING TECHNIQUES
7. Offer Frequent Breaks
Writing tasks can be physically and mentally exhausting for
students with dysgraphia. Allowing short breaks can help
them refresh and maintain focus.
THANK YOU!
Trisha Mae D. San Luis
Ashley Karl Ricafrente
Mico Bulawan
BPED-1A
