For some children with dysgraphia, the 'five finger grasp' (see picture) is required to be strengthened in which the writing utensil is held with the tips of all five fingers. For movement of the writing utensil, the fifth finger-side of the dominant hand is primarily used.
Since most children with dysgraphia ultimately have to ultimately shift to the visual-verbal style of learning and the teacher working as a scribe/ writer in the classroom or with the use a computer responding to the spoken words and recording them in text.
A trial with dysgraphic child in assistive drawing of the visual symbol of 'superman' was made while verbalization each steps and naming its parts. The naming of parts was done to pick up vocabulary by the child which was reinforced with picture and text code flash cards as well as with matching of word-cards.
"Since dysgraphia is a learning disability that affects a child's writing skills and spelling skills, the verbal-visual learning directly through words-and-visuals based materials must be tried. Teachers are required to be well-versed with line drawing, shape drawing and skill drawing skills," says Dr Lalit Kishore, an expert visual skills and use of symbolic art for non-art tasks.
Provide more scope to work orally without pen / pencil and paper. However, provide multi-sensory experiences of letter shapes for whole brain development, use s rhythmic singing for enhancing memory.
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