Writing gets better over time, but it may remain effortful and some will find non-verbal outlets for expression such as drawing, film, building physical objects or managing teams more expressive.
Because dyslexic thinkers often have strong associational minds and personal memories, writing difficulties are more likely to be due to difficulty getting information down on paper rather than not having something to say.
Common obstacles to writing can be many – narrowing ideas, putting selected ideas into order, putting emotions, complex feeling or perceptions, and experiences into words, then harnessing the physical writing steps and visual memory of words (spelling) to get them down on paper.
Students with dysgraphia can be helped by first dramatically reducing the quantity of written work. One of the most common mistakes we see among teachers of dysgraphic students is that they don’t recognize how much they must reduce their written expectations.
Giving a student an impossible workload (even expecting such a student to ‘make up’ non-submitted work) can really add to the psychological burdens and stress that students face.
The first step should be to break the writing process down into smaller parts.
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