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WRITING PROBLEMS/DISABILITIES (Writing, Spelling, Handwriting, and Grammar)

Problem: Individuals with written language disorders may have difficulty with one or more aspects of written language such as proper use of grammar and syntax, punctuation, spelling, organizational skills, and initiating writing. The physical act of handwriting for persons with dysgraphia can make the task of writing even more complicated. Assistive technology can help with written expression as well as the physical act of putting words onto the paper. This section will address both of these concerns separately, but often persons with learning disabilities will have problems in both areas.

The Mechanics of Writing

The physical act of putting pen or pencil to paper can be a daunting task for a person with a learning disability or dysgraphia. Legibility is difficult as well as the need to know the relationship between the symbol and the sound of letters and words. Misspellings can not only come from lack of knowledge of the word but replacing one letter for another such as a “b” for a “d”. Persons who have to work extremely hard to put word to paper often lose comprehension, fluency, and their ideas when writing. Compensatory strategies are imperative if progress in written expression is to be made.

Written Expression

The number one tool that makes a better writer is practice. Allowing a user access to word processing can help alleviate hesitancy in writing caused by poor spelling, lack of grammar skills, poor handwriting, and inability to proofread and edit hand written work easily. Therefore when the goal of the activity or task is written expression and not handwriting or grammar work access to word processing on a computer or stand alone keyboard is imperative for a person with handwriting or written expression difficulties. Persons who have access to word processing report that they write more frequently than they did without the computer.

Word processing can help make writing easier because of built in supports in most word processing applications. Writing errors can be corrected easier using editing techniques. “Cut and paste” and “click and drag“ features allow the writer to move words, sentences, and paragraphs within the text. Spell checkers and grammar checkers help users make fewer errors in finished products. However, they are not foolproof methods. Spellcheckers only capture misspelled words not correctly spelled words used improperly, such as homonyms or even use of a wrong word. Users must still be able to proofread their work using text to speech software or other methods to insure error free documents.

Word processing software can also facilitate a sequential approach to writing when used with accompanying outlining software. Often persons with learning disabilities have trouble getting started with a written project because of poor organizational and sequencing skills. Outlining software such as Inspiration or Draftbuilder allows users to input data in smaller segments and slowly build segments into a finished document.

Voice Recognition software has improved dramatically in the last years and is now a viable option for those individuals whose keyboarding skills are too slow for efficient writing. This method still requires a good amount of training and works better for users who already know and understand the difference between oral language and written language. Being able to talk is not the prerequisite to using voice recognition.

Improving writing skills continues to be a difficult task for many individuals. Having the appropriate tools as well as some basic skills can make the task less daunting.

The individual with writing difficulties may have one or more of the following problems:

Poor handwriting/writing illegibly:

does not follow lines on paper;
writes too small or too large;
writes too light or too hard;
pencil grip incorrect;
does not visually track writing;

Writes letters or numbers backwards or upside down (especially when tired);

Mixes capital and lower case letters inappropriately;

Poor spelling skills:

spells phonetically and cannot remember patterns;
spells words differently in the same document (Divorce, for example, may appear as devoice, devocie, devoeace);
reverses letters in spelling;

Difficulty with copying or completing work on a printed page:

difficulty copying from a board;
difficulty copying from a book or other printed material;
difficulty filling out forms;
difficulty completing bubble answer sheets;
difficulty completing fill-in-blank worksheets;

Difficulty taking notes from oral presentation:

unable to write homework assignments correctly;
writing is too slow to get lecture points on paper;
takes notes but unable to distinguish important information from extraneous information;
reverses or ignores numbers, parts of sentences, and/or whole words when taking notes;

May have problems with grammar, syntax and organization:

demonstrates inconsistent memory for sentence mechanics (e.g., lack of punctuation and capitalization);
persistent problems with sentence structure (sentences may be incomplete or syntax may be incorrect or disassociated);
does not have all parts of a well organized paragraph (topic and supporting sentences, transitional sentence)

Demonstrates writing skills inconsistent with verbal abilities:

writes short and/or simple essays even though he can verbalize more complex thought;
can verbalize answers to tests but written answers are wrong, left blank, or incomplete;
oral vocabulary more complex than written vocabulary

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Writing Strategies

LOW TECH WRITING AIDES

Pencil grips - building up the shaft of a pencil or pen can help the user control the pencil for easier writing.
Incline Board – writing on a 15-30 degree surface can help especially young writers get better control on the paper.
Bold lined or Raised Line Paper – Tools originally used for persons with visual impairments can also help those with learning disabilities. Paper with bolder lines or raised lines helps writers stay on the lines while writing.
Writing guides – Plastic guides for one to multiple lines provide more of a guide than raised line.
Word Lists – word lists, either made for the individual or commercially made (Quick Word Book) provide models for correct spelling
Wipe-Off Boards – beginning writers can practice writing using personal dry erase boards.

MID TECH WRITING AIDES

Electronic Spell Checkers – hand held spell checkers are easier to use than print dictionaries because a user can make a guess at spelling and get a list of possibilities. Auditory feedback is available in more expensive versions.
Franklin– makes numerous hand held spell checkers and dictionaries
PDA software applications - available in Palm and Windows versions

Portable Word Processors – allows users to use keyboarding to write documents. Portable word processors have spell check, limited editing capabilities and some can have word prediction. Most run on batteries, require no boot up time, and weigh less than 2 pounds.

Recorders – analog and digital recorders are used to take lecture notes, record short passages in leiu of handwriting, dictating, or brainstorming.  Digital recorders can capture lectures for speech to text conversion. This method works more effectively if the lecturer can complete voice recognition training on the computer being used to convert the lecture to text.


HIGH TECH WRITING AIDES

HARDWARE

Computers - computers change the writing process by:
Eliminating handwriting problems,
Making proofreading easier because text is more legible,
Software editing tools help writers experience fewer difficulties with spelling and grammar,

Alternative Input –

• Alternative Keyboards – can be programmed to change keyboards layouts for easier use
• Cursor Control – Trackballs, joysticks, track pads, touch screens, head mouse

SOFTWARE

Word processors features – most word processors have features that can help poor writers with some writing problems.

• Auto Correct - corrects commonly misspelled words or allows user to input abbreviations to be expanded when typed such as typing “AT” and having it change to “assistive technology”.
• Auto Text – Input text used frequently into auto text. As user starts the text a box pops up on screen, hit the enter key and the text is inserted into document.
• Spell and Grammar checks
• Dictionary and Thesaurus
• Highlighting pens
• Auto Summarize – extracts main points in documents and either highlights them or creates a new document with extracted text.
• Change background and text color, font and size
• Track editing changes

Auditory Word Processors – give auditory feedback after user types a letter, word, sentence and/or paragraph.
Possible features of programs – (check each application for needed features before purchasing)

• Change auditory feedback for after letter, word, sentence and/or paragraph.
• Import text from other sources
• Add graphics
• Change visual features (text/background color, size, font)
• Open multiple documents formats

Word Prediction/Completion programs - display a list of words after a user types several letters.
Possible features of prediction programs – (check each application for needed features before purchasing)

• Choose number of words in list
• Phonetic spelling
• Create multiple user profiles
• Auditory feedback
• Switch scanning capabilities
• Create topic dictionaries
• Change visual features (text/background color, size, font)
• Prediction box follow cursors or stays in place
• Changes sizes of predictive dictionary
• Intelligent prediction – learns users vocabulary and predicts his/her vocabulary sooner
• Has abbreviation expansion

Graphical Word Processors - allow graphics to be used with or without text to aid users unable to use or read normal text.

Speech Recognition Software – Speech recognition software technology has improved dramatically in the last year. It is now possible for persons with consistent speech to use speech recognition software to write. There is still a need for a training period and to have appropriate accessories. The following are required for good results;

• Minimum 256 Mg of RAM. 512 is better
• Auditory sound check at each use
• Use oral commands to correct mistakes instead of keyboard
• USB microphone
• Train using readings at least twice
• Have software analyze writer documents
• Save user profiles after each use
• Use the latest version of software

Outlining/Brainstorming Software – Organizing software can help persons who have difficulty getting started and organizing written projects. Brainstorming can be easily formatted into an outline and then edited to a finished product. Some applications allow graphics such as Inspiration and Kidspiration. Others provide more cueing and support for outlining such as Draftbuilder.

Scanning and Form Typer Software – writers who have difficulty completing forms, worksheets, or other work on printed material can scan the hard copy and complete the work in an electronic format. Users can draw and write on the scanned sheet using paint, pen, eraser, and fill tools. Form Typer software creates fields at blank lines which are accessed using the Tab Key. New in 2003 is Test Talker software which allows a user to scan a test for a student to complete electronically using any needed access method. Test Talker will read the test aloud to the student as well. This software makes standardized tests accessible to any student.

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