There was a spate of materials produced where children identified the missing part of a picture or tried to match what a shape would look like if it were flipped upside down. In the end, research found that children got better at the very specific subtasks of these workbooks, but that it did not carry over to real world situations such as speeding up their copying of letters and numbers, or being able to find objects. I don't want to be taken as saying that there is no point in learning materials where children manipulate objects in space (Tangrams, block design puzzles, measurement blocks, etc). . Of course learning about visual-spatial concepts and the visual characteristic of the world around us is important and is developmental. But when visual-perception is an area of weakness in a person, it will not become an area of strength through worksheets. Several people have contacted me to ask for a reference for the statement, "visual perception cannot be remediated through practice." I have not been able to find any peer-reviewed study help that comes to this conclusion. If anyone knows of one, i'd love to have the reference. This was information that I gained from class and other lectures, and it makes some sense if you logic it through.
They may not "see" make the writing lines on the paper and may copy a sentence as a string of letters that get bigger and smaller and wander around the page. They may have visual memory problems and not be able to recall what each letter is supposed to look like. How can we address weak visual-perception skills in school? Visual perception is a cognitive skill, like language processing, verbal memory, or problem-solving. Children with poor visual perceptual skills often also have difficulty with mathematics beyond memorizing math facts. A subset (or overlapping set?) of visual perception is visual memory - holding an image in the mind's eye and being able to retrieve an image when needed. The usual approach to visual perceptual problems is to work around them, not to try to improve them. . In the 1960s and 1970s it was thought that practice would improve visual pereception.
Or they may be unable to figure out what direction to move the pencil to make the curves and angles that they can see (see motor planning ). Motor skills are remediable through practice in many cases. If someone has weak muscles in their hands, those can be strengthened. If they have developed poor grasps as a habit, that can be addressed. Practicing controlling a tool will improve accuracy with that tool (think tennis, wood working, or playing guitar). Motor planning difficulties are a little more complex, but there is evidence that this area can be improved through remediation, especially before adolescence. Meanwhile, a child with purely visual-perceptual difficulties would be able to trace lines with accuracy, but they would not see or understand the details of the forms. They may copy a triangle as a lumpy circle and not see any difference, or make all their letters different sizes and with no spaces between words and not understand why the teacher is correcting them.
Fun for Children with adhd
If so, please leave a comment and share with others. Insha Allah, you can check the tj student Gallery from time to resume time for any raft assignments we may. . Ill add a raft tag, insha Allah. Very simply, dysgraphia means difficulty producing legible handwriting in the absence of intellectual impairment. Here is a link to the wikipedia article. There are a couple of types, which boil down to motor problems or visual-perceptual problems. It is often suggested to differentiate the motor from other types through finger-tapping speed, but I don't think that is necessarily the best way.
I think once you understand the background of fine motor skills and visual-perception difficulties, dysgraphia just beomes a fancy word for summarizing some combination of these that make handwriting difficult. Motor versus Visual-perception and handwriting: The beery-buktenica, developmental, test of Visual-Motor Integration (vmi-5) is a commonly used tool for occupational therapists who work with school children. It has a main part and two supplements, and the supplements are designed to tease out whether difficulties copying the forms on the test (circles, diamonds, crosses with arrow tips, and the like) are due to motor or visual-perception difficulties. Taken to the extremes, a child with only motor problems would be able to see and understand clearly the details of each form, and to see their own errors, but could not physically control the pencil to make accurate lines to replicate the forms. The lines may instead by wobbly or wavery. Or the child may be unable to slow his or her movements (as in a child with attention deficit hyperactivity disorder adhd instead of dashing off hasty and inaccurate lines.
Get creative, dont just go for the journal/letter thing (but those are great too). See item 4 above for that big list of formats. It has the student write to a defined audience. One of the things that traditional prompts have you do is just write. (Who are they writing for? How can the writing seem like it has a genuine purpose?) In real life, writing has a purpose.
Come on, how many essays (as adults) do we just write, just to write. Having an intended audience makes writing more real. If students just feel like they are writing for a grade, wheres the fun in that? But if they are writing as the ground, encouraging people that come by in the park not to litter, wow, what possibilities! What fun it can be! Do you do raft? Have you tried raft writing? Do you have examples?
How Often Should you practice
You keep clicking til you get a good fit. Social Studies Generator, math Generator. Ive never really had them do too much writing in math, but I think this idea is neat so i am hoping to try. What a great way to get students to explain a concept. My motto for the kids is that if you truly understand something you can explain it easily. Science generator, rubrics/Grading Checklists, for History: History raft rubric General Rubric a few Notes from. If you feel blank for ideas, there are many example raft writing prompts in the links above. Some are very humorous, lol and so can make writing fun One of the things I like most about raft, ok well two:. You can have your student work on a variety of writing formats, getting great practice with different types of writing in a fun, focused way.for
I thought that was kind of neat. This year, we started using 501 Prompts for high school writing (which is not raft writing but the wheels are turning and i am thinking that we may continue with this but try to turn them into raft writing. I had slow so much trouble even getting my avid writing to write on one of these prompts (see. Purposes of the Internet by my 9th grader) so i am hoping maybe if i raftize them, we may be able to get further with these. These 501 prompts are great because they are typical of what you might see on standardized tests. So do check them out if you can (they are free). Raft prompt Generators, awesome! . you click on a button to get a suggested role, audience, format, and topic.
you can really use raft to make writing more interesting for student. Check this one out. Has a really big list of writing formats and a listing of strong verbs. Discusses what raft is (though after reading above, you should have a good idea but also lists some example roles, audiences, etc so still helpful. Example raft assignment (very detailed explanation getting your Ideas Across in a raft (scroll down til you see raft). Role-audience-format-topic: A post-learning, formal, writing-to-learn strategy links to sample raft prompts and rubrics. Sample raft prompts - These come from learnnc and an activity they suggest is to take the prompts and have student identify the role, audience, format, and Topic as an exercise.
Format (an ad, proposal, letter, menu, poem, book review, again lots you can use). Topic (whatever you are currently studying,. Atoms or molecules, American revolution, pillars of Islam, etc). Student writes with the homework above elements. . you may want to explicitly set the writing mode for your student (persuasive, expository, narrative, etc although based upon your format, it may come out naturally,. If you are doing a book review or proposal, thats the persuasive mode). Really, thats it in a nutshell and I have some super helpful resources for you to explore this method if it is new to you. Raft resources on the Internet, how to Use raft writing in Classrooms (can be applied to homeschoolers as well). How can a well designed rafts prompt promote focus and excitement from a student writer?
Image gallery handwriting activity ideas
In the homeschool, writing can seem like a formidable task (for mom (or dad) and for the student). . you know you need to have your student practice writing essays, but perhaps traditional writing prompts make your student sigh. Some years back, while researching writing, i stumbled upon raft writing. . Its kind of a creative writing technique that you can employ across the curriculum to help students get more out of what they are studying in other subjects and at the same time practice/hone their writing skills. It was a winner with my oldest daughter back then, so i am trying to pick back up on it again. Ok, so what is this raft you may ask (or you may know already). Raft is an acronym for: r-role, a-audience, f-Format, t-topic and then youll also see rafts, the s being for Strong Verb. The concept is really simple. You supply (in the beginning perhaps but after a while you can have your student do this a role (teacher, scientist, mechanic, teen, parent, baby, inanimate object the list is practically endless) an Audience (protestors, a group of senior citizens, again, practically endless).