Strategies for Learning Differences

My son has learning differences.  In addition to his writing, which is formally labeled "dysgraphia," he has processing issues.  He's quite a smart boy that processes information slower than the average bear.  He needs extra think time when he's asked a question or reflecting.  To help this think time move along he benefits from visual models and examples, like graphic organizers.

So far, this has helped Jake's writing process 100 percent.  It's very exciting for both Jake and me to have a start to a writing project and see its progress.  There's actually time for editing. 

Example:  Jake participates in a weekly writing workshop.  I thought he needed a class without his sisters, he could write with others and share ideas and he could gain confidence by seeing his writing in print.  Jake is a kid who needs a reason to write.  He doesn't write for the fun of it like his sisters do (or his mom.)  The workshop gives him that reason.

So.  The group is putting together a weekly newspaper.  His first contribution was a comic strip.  It was well-done and the joke made sense.  His next contribution is an article.  He had the choice to write fiction or non-fiction.  I really thought he'd choose the latter because non-fiction is easier for him to write....just reporting facts.  But he always surprises me.  It just reinforces that he's such a creative thinker and really enjoys a challenge.

The main challenge for him here was to start.  For me, starting is simple.  I have my own "prewriting" I do in my head, a little on paper, etc. and then I'm off and running.  Jake doesn't do that.  I googled graphic organizers for a newspaper article and downloaded two I liked.  He worked well with the sentence starters.

Because Jake's dyslexia/dysgraphia combined with his processing speed his phsycial writing presents with spelling problems and almost unreadable script.  What we do is dictation.  Jake dictates his ideas to me, and I jot them down on the white board.  Seeing his ideas on a large white board helps him clarify.  I jot down ideas instead of writing complete sentences to model for him a prewriting strategy for him to use.  By the way, Jake's writing frustrations are relieved when he uses dry-erase markers.  I don't know why, but this helps.

After he has his ideas down and he's worked through sequencing and flow, he goes to the computer.  Here he can type his article the way he thinks it should go.  Typing removes the blocks that physically writing seem to cause for him. 

Once he started I noticed he added a couple of other things he didn't mention initially.  He brought in another "character" and dialogue.  It's good progression for him.  Writing is starting to take shape.  After he types his first draft it helps Jake to take a physical break.

Lots of physical breaks in between brain power helps keep him moving through the day with a positive attitude and renewed energy.

We'll begin editing tomorrow using the whiteboard again.  On Friday when we usually do a writing project together we'll do another newspaper article of some sort.  Now that he's done a "walkthrough" he'll feel confident when our newspaper project is introduced on Friday.

I think we are both relieved to be noticing significant progress.