Difficulties with Writing
What Can Inhibit Writing Development?
Like all learning problems, difficulties in writing can be devastating to a child’s education and self-esteem. As children progress through school, they are increasingly expected to express what they know about many different subjects through writing. If a child fails to develop certain basic abilities, he will be incapable to write with the speed and fluency required to excel as these requests increase. Indeed, for a child fighting with a writing problem, the writing process itself interferes with learning. Students faced with such difficult odds have trouble staying motivated.
Writing problems infrequently occur in isolation, and improvements in writing go palm in palm with the development of other non-writing-specific abilities. Thus, a problem with the development in one of these areas is likely to interfere with a child’s progress as a writer.
In his book Developmental Variation and Learning Disorders. Dr. Mel Levine identifies the following neurodevelopmental problems and their potential impacts on writing.
Children who fight with attention may be inattentive and impulsive. An attention problem may manifest itself as:
- difficulty getting commenced on writing assignments
- effortless distractibility during writing tasks
- mental exhaustion or tiredness while writing
- inconsistent legibility in writing
- uneven writing tempo
- many careless errors
- poorly planned papers and reports
Spatial Ordering Problem
Children who fight with spatial ordering have decreased awareness regarding the spatial arrangement of letters, words, or sentences on a page. A spatial ordering problem may manifest itself in a child’s writing as:
Sequential Ordering Problem
Children who fight with sequential ordering have difficulty putting or maintaining letters, processes, or ideas in order. A sequential ordering problem may manifest itself in a child’s writing as:
Because so many writing processes need to be automatic, active working memory is critical. Children may have difficulty recalling spelling, grammar, and punctuation rules, accessing prior skill while writing, or organizing ideas. A memory problem may manifest itself in a child’s writing as:
Good writing relies on a child’s language abilities improving steadily over time. A language problem may manifest itself in a child’s writing as:
Higher-Order Cognition Problem
Children who have difficulty with higher-order cognition are often incapable to use writing to present a sound argument or convey sophisticated or abstract ideas. A higher-order cognition problem might manifest itself in a child’s:
Attempt it yourself. Practice an essay assignment.
Children with graphomotor problems fight to coordinate the petite muscles of the fingers in order to maneuver a pen or pencil, especially as assignment length increases. A child with a graphomotor problem might:
Attempt it yourself. Practice a graphomotor difficulty.
It’s significant to reminisce that many children and adolescents make mistakes or practice problems as part of the process of becoming better writers. They may switch roles words, spell poorly, or have difficulty producing their thoughts in writing, or exhibit other of the signs above. As in any academic area, teachers and parents must see cautiously and attempt to understand an individual child’s strengths and weaknesses to ensure progress. One way to monitor progress is through collecting a portfolio of a child’s work over time. This may help in identifying a problem early on and developing effective strategies.
Dr. Mel Levine explains how Nathan Suggs’ ideas outpace his capability to get them on paper.
Nathan’s output problem concentrates a lot on writing, which is the most common and requiring — particularly at his age — example of output. And for Nathan, he runs out of steam when he writes, he has motor difficulty with writing. He’s a good linguist, so it’s not the language part of writing that’s impeding him. In fact, his wordy output so far exceeds what his fingers can do that his engine gets flooded when he attempts to write.
He also has difficulty mobilizing the mental effort needed for writing, and he has tremendous difficulty organizing an output — conducting the orchestra.
You know, almost any project you undertake, whether it’s a writing activity or something else, is the pulling together of numerous components: How am I going to pull together spelling, punctuation, capitalization, my prior skill, my fresh ideas, letter formation? How am I going to reminisce the directions that the teacher gave while I’m doing that? How am I going to organize all this so that it has a beginning, a middle, and an end? That’s a big orchestra to conduct, if you think of it. And some kids sit down, bright kids like Nathan, and say, “Oh my God, leave behind it. I’m going to go witness TV.” It’s just more than they can treat. And Nathan’s that way.