Why is My Child Struggling in School?  The Basics of an LD

Learning Disabilities Month took place in October and in the online "LDA News" from LDAA, a calendar called "31 Days of LD" was presented.  It offered free webinars, links to great apps and a wealth of information on LD and other helpful resources.  I hope that many of you were able to take advantage of  these resources.

The following information was taken from one of the LDA webinars by Cheri Crow entitled, "Why is My Child Struggling in School?  The Basics of an LD".  The author included general information about learning disabilities and specific information about dyslexia (an LD in reading), dysgraphia (an LD in writing), and Dyscalcula (an LD in Math). In this blog, I'll summarize the author's general facts about LD and the characteristics and strategies for dyslexia and dysgraphia, the two most common learning disabilities.  If you have a child with learning difficulties, hopefully, you will be able to use some of the information presented here to better understand the challenges he/she is experiencing.

Part 1:  General information:

Learning disabilities, which are neurologically-based, affect 5% or more children.  Different terminology is used when describing LD:  learning disorders (used by the DSM), learning differences (often used by teachers and learning specialists), and learning disabilities (which came from IDEA).  Learning disorders interfere in three ways:  1) acquisition of skills (reading, written expression, oral expression, or math); 2) executive skills (organization, time management, planning, attention, memory and analysis); and 3) social interactions.

Signs of LD include: 

*not making adequate progress (keeping up with peers)

*inconsistent in ability to understand and complete schoolwork

*may show scatter in standardized test scores

*have average or above average IQ levels

*poor motor abilities

*social skills deficits

*disorders of attention, information processing and executive functioning

In identifying children with learning disabilities, look for lack of adequate progress in oral or written expression, listening or reading comprehension, reading mechanics, reading fluency, math calculation, and math reasoning.  They also may exhibit processing disorders in language, auditory or visual areas.  Related disorders may include executive dysfunction, ADHD, Dyspraxia (sensory integration disorder), and memory disorder.

Part 2:  What is Dyslexia?

Dyslexia is a language-based Learning Disability that involves a genetic inheritance and structural brain differences.  It affects the processing mechanics of reading, writing, spelling, and math.

Signs of Dyslexia include:

*decoding errors (difficulty segmenting words, transposes, inserts or omits letters)

*slow reading, lacking fluency

*poor spelling skills

*pronounces words many different ways

*substitutes one word for another

*struggles with math vocabulary/understanding word problems

*attempts to hide struggles with reading

*self-esteem may be low

Help for Dyslexia:  Those with dyslexia need specific programs and methods like Orton-

Gillingham, Lindamood-Bell, phonographic or similar systematic, multi-sensory, explicit methods for teaching the elements of language.  They need to be taught the rules of language (sounds paired with symbols).  Using technology, like the Kurzwell also helps.

Strategies for Use in the Classroom:

*Pair audio books with written text to improve vocabulary and comprehension while building decoding skills.

*Use printed worksheets that are well-organized, well-spaced, and uncluttered.

*Present material in small units

*Allow oral expression of information for assignments.

*Offer note frames for simple fill-in during class discussion or a classmate's/teacher's notes

*Grade spelling and writing mechanics separately or not at all

*Use visual supports and manipulatives during lectures and math lessons.

*Use voice recognition software (i.e. Dragon Naturally Speaking) or a scribe to get ideas on paper.

*Allow use of a laptop/word processor and spelling/grammar check

*Decrease accommodations/modifications as skills improve.

Part 3:  What is Dysgraphia?

Dysgraphia is a neurologically-based disorder that affects writing, spelling, and math.  It requires a complex set of motor and information processing skills.  Lack of automaticity in writing is caused by deficiencies in normal muscle memory, visual and sensory deficits, and message delivery brain-to hand-to brain.

Early Signs include fine motor issues like the following:

*lack of interest in coloring, drawing, writing, and puzzles

*difficulty with scissors

*late acquisition of skills with zippers, buttons, snaps, shoelaces, and eating utensils

*poor sensory feedback (i.e. holding too tight or too loose)

*clothes on backwards

Academic signs:

*slow and/or messy writing

*inconsistent letter formation

*excessive or poor pressure in writing

*failure to erase errors (write over other symbols)

*unusual/awkward pencil grasp

*complains of sore hand when writing

*complains about "feel of paper" as hand slides over

Other Indicators of Dysgraphia:

*fine motor weakness

*visual-spatial weakness

*lack of attention to visual detail

*clumsy, lack of awareness of body in space

*difficulty with handing papers, binders

*difficulty with visual tracking

Strategies for Dysgraphia:

*early intervention with an occupational therapist to develop fine motor skill

*use of a tri-grasp pencil and pencil grips

*wide-lined paper and graph paper

*slant board (or 4" binder)

*reduce need for writing

*enlarge worksheets and leave plenty of space for answers

*specific instruction in keyboarding

*daily use of computer

*voice recognition software

*give copy of notes

*teach skills for tracking details

*do not deduct for spelling, punctuation errors, consider grading separately for content/mechanics

Final notes:

Remember that Dysgraphia is neurologically-based and strengths and weaknesses vary greatly from student to student.  It is not an issue of not trying hard enough.  Repeated practice of writing letters and numbers will not "fix" the problem because automaticity does not develop.

Webinar summarized by Anne Fogel, Co-Secretary, SCLDA