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Poor writing skills must interfere significantly with academic progress or daily activities that involves written expression [1] (spelling, grammar, handwriting, punctuation, word usage, etc.). [2] This disorder is also generally concurrent with disorders of reading and/or mathematics, as well as disorders related to behavior.
Helping dysgraphic students overcome writing avoidance and accept the purpose and necessity of writing may be needed. [9] The use of occupational therapy can be effective in the school setting, and teachers should be well informed about dysgraphia to aid in carry-over of the occupational therapist's interventions.
Language-based learning disabilities or LBLD are "heterogeneous" neurological differences that can affect skills such as listening, reasoning, speaking, reading, writing, and math calculations. [1] It is also associated with movement, coordination, and direct attention. LBLD is not usually identified until the child reaches school age.
Pages in category "American writers with disabilities" The following 200 pages are in this category, out of approximately 386 total. This list may not reflect recent changes .
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Management of dyslexia depends on a multitude of variables; there is no one specific strategy or set of strategies that will work for all who have dyslexia.. Some teaching is geared to specific reading skill areas, such as phonetic decoding; whereas other approaches are more comprehensive in scope, combining techniques to address basic skills along with strategies to improve comprehension and ...
Pages in category "English writers with disabilities" The following 112 pages are in this category, out of 112 total. This list may not reflect recent changes .
In terms of reading and spelling, it is found that common characteristics include: [5] [additional citation(s) needed] Spelling errors — Because of difficulty learning letter-sound correspondences, individuals with dyslexia might tend to misspell words, or leave vowels out of words.