Annotated Bibliography On Dysgraphia
Universidad Nacional del ComahueFacultad de Lenguas
Written by Amalia Oyarzún Rivera
01/11/2013
Developmental disorders (dyslexia and dysgraphia) Is there a solution?
Index
Introduction----------------------------------------------------------------------------1
Theoretical Framework on dyslexia-----------------------------------------------2
Theoretical Framework on dysgraphia-------------------------------------------4
Conceptions towards the theories on dyslexia and on dysgraphia --------- 5
Teaching strategies for both disorders -------------------------------------------7
Conclusion
---------------------------------------------------------------------------8
Bibliography --------------------------------------------------------------------------9
Introduction:
Children with language disorders have been variously referred to as language disordered, language impaired, language delayed, or as having a specific language impairment. A language disorder can be defined as a significant delay in the use or comprehension of spoken or written language. The disorder may involve the form of language (phonology, syntax, and morphology), its connotation or meaning (semantics), its use in context (pragmatics), or in any combination (American Speech-Language-Hearing Association 1993). Difficulties in any of those aspects must be in a person 's first language in order for language disorder to take place.
The aim of this paper is to direct the focus on developmental disorders of children, dyslexia and dysgraphia; putting aside those cases of genetic disorders and degenerative disorders that have already been investigated. The idea of this paper is to prove that children can recover from those impairments by means of the effects of positive teacher support and some motivational strategies on this specific student’s learning process.
First of all, this paper will introduce a brief understanding of how these two disorders originate, theories and characteristics that underlie both disorders. Secondly, a critical analysis of those theories for each disorder, and third, a possible solution for these two developmental linguistic disabilities by introducing children into new systems of learning to identify sounds, words, sentences so as to improve their poor language quality and not to be left behind as people with a disability since dyslexia and dysgraphia could be solved through proper pedagogic instructions.
Written by Amalia Oyarzún Rivera
01/11/2013
Developmental disorders (dyslexia and dysgraphia) Is there a solution?
Index
Introduction----------------------------------------------------------------------------1
Theoretical Framework on dyslexia-----------------------------------------------2
Theoretical Framework on dysgraphia-------------------------------------------4
Conceptions towards the theories on dyslexia and on dysgraphia --------- 5
Teaching strategies for both disorders -------------------------------------------7
Conclusion
---------------------------------------------------------------------------8
Bibliography --------------------------------------------------------------------------9
Introduction:
Children with language disorders have been variously referred to as language disordered, language impaired, language delayed, or as having a specific language impairment. A language disorder can be defined as a significant delay in the use or comprehension of spoken or written language. The disorder may involve the form of language (phonology, syntax, and morphology), its connotation or meaning (semantics), its use in context (pragmatics), or in any combination (American Speech-Language-Hearing Association 1993). Difficulties in any of those aspects must be in a person 's first language in order for language disorder to take place.
The aim of this paper is to direct the focus on developmental disorders of children, dyslexia and dysgraphia; putting aside those cases of genetic disorders and degenerative disorders that have already been investigated. The idea of this paper is to prove that children can recover from those impairments by means of the effects of positive teacher support and some motivational strategies on this specific student’s learning process.
First of all, this paper will introduce a brief understanding of how these two disorders originate, theories and characteristics that underlie both disorders. Secondly, a critical analysis of those theories for each disorder, and third, a possible solution for these two developmental linguistic disabilities by introducing children into new systems of learning to identify sounds, words, sentences so as to improve their poor language quality and not to be left behind as people with a disability since dyslexia and dysgraphia could be solved through proper pedagogic instructions.