Sharing Good Practice
• This is a BIGGY! Modeling and
providing examples of finished
assignments. Emphasize quality,
• Providing lessons with visuals
• Allowing students to circle or type
their test answers.
sequencing and spelling terms.
• Permitting students to complete
work at home or over an extended
• Extra note taking time or a recording
device (a cellular telephone or iPad).
• Beginning assignments early.
• Using GoogleDocs, Learning Ally
and/or Dragon Speech Recognition
• Assessing students based upon
• Spelling and handwriting should not
be graded in red ink. Typed, correct
answers may be given to student.
materials to lessen transcription.
Remember, the goal is learning and
understanding, not writing.
• Providing guided Rubric Reading
and Readiness (Teach the student
how to use a rubric or have them
create their own.)
collaborative “Excellence Teams”
based upon varied strengths.
Assign a scribe, reader, proofreader/
editor, Cheerleader, artist/designer,
etc. By working in teams, students
with dysgraphia shall be able to
contribute to the finished project
using their strengths. When in
groups of two, have students coproof one another’s work before
submission. If one student is a great
speller, she/he may take the time
to correct spelling errors. Good
attitudinal student teams are key!
dysgraphia and talk about differing
epistemologies (learning styles) and
• Use lined, raised or graph paper for
• Larger pencils may help alleviate
some fine motor difficulties. Please
do not ask students to write answers
within small spaces.
• Eliminate scribing stress. Remember,
the writing process should not
thwart the learning goal.
YOUR GATEWAY TO SUCCESS
PROVIDING HIGH QUALITY LEARNING AND
TEACHING MATERIAL FOR ELT & K12
DISTRIBUTING IN THE
REGION, FOR THE REGION
W W W . SM A R T EDUCAT ION.AE
IN FO@SM A R TEDU CAT ION. AE