Most dysgraphic children are verbal-visual learners. Being of normal IQ, their strength for accommodative learning is related to the presence of verbal ability. But, teacher must use the rapid clinical reappraisal study method to develop the apt learning material for a dysgraphic child on individual basis for learning outcomes.
However, with the association of verbal ability with spatial visualization, the spoken style of learning through phonic method should be associated with visual symbols and dual code learning material.
In a clinical experiment, the interventionist first learnt to draw line drawings and visual codes and used then for spoken language learning to build the vocabulary. The recognition of parts of a visual and picture reading skills development leads to accommodative learning based on the existing strength of a child in dysgraphyia.
Initially, the visual learning style should be kept dominant for vocabulary building. After a few trials, a six-year old child with dysgraphia started taking interest in classroom when the following procedure bound intervention was tried.
INTERVENTION PROCEDURE
1. The child was given practice for proper pointing out gesture
2. Teacher modelled the successive drawing of fish with line names
3. The child was was retold the names of the lines or shapes by pointing and echo speaking by the child
4. Then the teacher asked the child to trace the fish with index finger movement on the lines
5. The teacher redrew the fish and now told the names of six parts (body, mouth, eye, fin, scale, tail)
6. The child recalled and pointed out the pats and spoke names with corrective practice if could not tell the name of specific part
7. Then the teacher told the part names at random and the child pointed out
8. In the end, the teacher pointed out the parts and the child spoke the names
The visual-verbal learning was reinforced with a 'hand play' rhyme on fish. The visual-verbal vocabulary of 25 words was developed drawing 6 objects and naming its parts along with singing of 'hand and finger play rhymes.'
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