m words for kids

Encouraging words for kids are a clever way to help your child develop confidence, a positive mindset and boost morale. I'm grateful for you. For couples, singles, teens, and children. Take this quiz to discover your primary love language, what it means, and how you can use it to better connect. They're our kids, after all. We're the ones who insisted on taking them out for dinner. I'm a firm believer that we can and should.

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M words for kids
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m words for kids

The unwritten rules for bringing children to restaurants

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We can and should be able to take young children to restaurants. But there are a host of unwritten rules we need to respect as we do so

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I read with interest recently about the café owner in Portland, Mainewho yelled at a toddler to stop crying. According to Darla Neugebauer, owner of Marcy’s Diner, the two-year-old had been screaming for over half an hour while her parents sat idly by, apparently too engrossed in their own conversation to feed the poor girl her pancakes.


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As a parent of two young children, I have to say I do have some sympathy for this restaurant owner (assuming, home care remedies for uti course, that her version of events is accurate). She’s running a busy café at lunchtime – full of 75 hungry patrons, by her count – and here’s this couple, sitting right in the middle, seemingly oblivious to the needs of a young child who won’t stop screaming. It’s incredibly irritating for the other patrons to have to sit through that, and it’s inconsiderate for parents to do nothing about it when it happens.

That said, Neugebauer was wrong to yell at the child: she may have been the source of the noise, but it wasn’t her fault. In these situations, you need to take it up with the parents. And I’m not convinced the owner tried hard enough to do so before she blew her lid and unleashed her rage upon a helpless toddler.


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But whatever happened in this particular instance, it brings to mind many of our own experiences first federal bank of florida lake city fl our kids to various fine eating establishments. Sometimes they’re angels; most of the time, that’s hardly the case. But even when they’re not behaving like m words for kids little public citizens, we recognize our responsibility to at least attempt to intervene. They’re our kids, after all. We’re the ones who insisted on taking them out for dinner.

I’m a firm believer that we can and should be able to take young children to restaurants. But there are a host of unwritten rules we need to respect as we do so – rules that, it should be noted, are as much for our own good as they are for our children’s, and for everyone around us, too.


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Timing is everything

Whether or not your child is on some strictly scheduled routine, most parents would agree there are appropriate and inappropriate times of the day to take their kids to a portal edd ca gov webapp. Before you go, ask yourself: Are your kids well-rested? Is your trip to a restaurant going to push back bedtime? Are they even going to want to eat when you go?

We’ve had plenty of occasions where we took our kids out when they should really have been home in bed. Often, we’ve done so because we didn’t want to deny ourselves the opportunity to meet up with friends and enjoy some good food. But these trips often end badly, as our kids become more restless, unruly and disruptive. And when that happens, we typically have the good sense to leave.


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Choose an appropriate restaurant

Think carefully about where you want to take your kids. Is there anything for them to eat there? Does it have a children’s menu? Is there enough room to realistically park the whole m words for kids around a table or booth, including bags, jackets and a high chair? What about the other patrons?

Essentially, is the restaurant kid-friendly? Because many places aren’t. And there’s nothing wrong with that: many people prefer not to dine around kids, and many restaurant owners prefer not to cater to them. It’s up to parents to find an appropriate place for their families to eat, not to force others to be more welcoming to children.

Put yourself in other people’s shoes

As parents, we’re biased about our own kids. To us, they’re simply the most wonderful things in the world, and it can be hard to understand how anyone might see things any other way. But we need to step outside that family m words for kids when we’re out in public.


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Ask yourself: How is my child’s behaviour affecting the people around us? Are they being disruptive? If I were another patron at this restaurant right now, might I be upset that this toddler has been running around the tables and knocking repeatedly into my chair? Might I be annoyed if I came to this restaurant for a nice dinner – perhaps even a night away from my own kids – only to endure non-stop screaming from someone else’s child?

Be attentive to your kids’ needs

According to Neugebauer, the two-year-old at her café kept screaming because her parents were inattentive to her needs. If so, that’s absolutely on them: you can’t just walk into a busy restaurant and leave your parenting duties at the door. Chances are, your kids are going to fuss with their food. They’re almost certainly going to make a mess, both on the table and the floor. They likely will start crying at some point. Whatever the case may be, it’s on parents to intervene.


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Find out what your child wants. If it’s simply that they want some food that’s out of reach or they need more to drink, that’s easily fixable. If they’re restless, a quick walk might help. If they’re being disruptive, take them aside and tell them to stop it. And if they’re truly inconsolable, I’m sorry, but it’s probably time to pack up your meal and leave.

Don’t avoid taking them out

None of this is to suggest that you should avoid taking your family to restaurants. In fact, you should take your kids out, if for no other reason than that it helps them learn how to socialize themselves appropriately in new environments. They need to learn table manners, as well as how to conduct themselves in a room full of people.

Your kids can learn basic skills that will serve them well in future interactions. Depending on the restaurant, they may even benefit from being introduced to a variety of different types of food. But it remains our responsibility to guide them through these new experiences – and to react appropriately before a situation begins to spiral out of control.

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Words For Kids From A to Z

 Here you’ll find a list of words for kids.

If your little one has mastered letters and letter sounds, you’re in the right place. It’s time for words. Don’t worry if you don’t know where to begin, I’m betting you toddler has already begun to learn the words he or she is hearing every day.

You see, one day I was watering the plants around my house and I got some water on the floor. My daughter noticed the droplets slowly disappeared into the carpet. No biggie… but she said, “mommy it absorbed”.

Absorbed? When had she learned this big girl word? Apparently, my husband taught her absorbed and evaporation during an outdoor adventure they’d had.


Although this is a list of common and easy words for kids and early readers, remember children are open to learning almost everything we present them – even big words like absorb. In fact, according to the Mayo Clinic, children can grasp as many as 1000 words by the age of two. It’s Amazing!

words for kids


Click below to skip to a letter:


When you read, you probably don’t spend much time decoding the individual words. You just read, and as you get to each word, you instantly recognize it. But beginning readers don’t have that kind of instant recall yet, so it is important to teach them how to m words for kids out words.

What Does “Sounding Out Words” Mean?

When you sound out a word, you say each sound in the word slowly (s…i…t), and then say the sounds together more quickly (sit). The technical term for this process is blending because sounds are blended together to form a word. Here’s a quick demo:

Our free Blending Procedure PDF has complete step-by-step instructions for both one-syllable and multisyllabic m words for kids src="https://blog.allaboutlearningpress.com/wp-content/uploads/2017/06/Blend-Procedure-Download-600x450.png" alt="Blending Procedure Downlaod" width="600">

Why Is Sounding Out (or Blending) Important?

When a child can say the sounds of the letters in the order in which they appear, and can then blend those sounds into a recognizable word, she is able to read thousands of phonetically regular words.

Because it unlocks so many words, blending is an important step toward the goal of reading comprehension. In fact, research shows that learning to sound out words has a powerful effect on reading comprehension.1

Arrow graphic showing blending as a step toward the goal of reading comprehension

What Kids Should Know Before Sounding Out Words

Before you attempt to teach your child to sound out words, check to see if he is ready. Here’s a free Reading Readiness Checklist for you to download. If you discover that your child isn’t quite ready for reading instruction, you can use the All About Reading Pre-reading program to prepare.

After you’ve used the checklist to ensure that your child is ready to learn to read, it’s time to teach the letter-sound correspondences of several letters of the alphabet. The letters M, S, P, and A are a good place to start because premierfcu org sounds are easy to pronounce and several interesting words can be formed right away.

Graphic showing that with the sounds of a few letters kids can read words!

Before we get into the four easy steps for teaching blending, let’s discuss a problem that many beginning readers encounter. Recognizing this problem will help you better understand the steps for blending.

Short-term Memory Issues Can Affect Blending

When kids first learn how to decode three-letter words, they have to juggle several cognitive processes simultaneously:

  • They must recognize the letters.
  • They must retrieve the sounds of those letters.
  • They must hold all three sounds in the memory while they sound out the word.

There is a lot going on in their brains! In fact, it is very common for beginning readers to have difficulty with standard blending procedures. Just about anyone who has taught blending has encountered a situation like this:

Comic strip showing that short-term memory issues can affect blending.

What just happened there? Here’s the problem: by the time the child got to the third letter, he had forgotten the sounds of the first two letters, and then had to resort to guessing. But it’s not that kids can’t remember three things in m words for kids row—it’s just that there are too many competing processes m words for kids on in their heads at once.

It’s easy to understand the problem. But what can we do to help?

“Cumulative Blending” Solves This Problem

Cumulative blending is quite simple. Start by building a phonetically regular word with m words for kids Letter Tiles app or physical letter tiles and then follow the steps below. We’ll demonstrate with the word map.

  1. Touch one letter at a time and say the sound of each letter.
Blending the sounds m-a-p into the word map-Step 1
  1. Go back to the beginning of the word and blend the first two sounds together.
  1. Start over at the beginning of the word. Slide your finger under the letters and blend all three sounds together.
  1. Finally, say the word at a normal pace, as we do when we speak.

This is called cumulative blending because there are successive additions of the letter sounds. First we blend the first two sounds (/mă/). Then we start at the beginning ibc link login the word again, this time blending all three sounds (/măp/). If there were more sounds in the word, as in split, we’d start at the beginning of the word for each successive addition:





Cumulative blending provides the extra support, or “scaffolding,” that beginning readers need. When you feel your student is ready, he can try blending all three letters without this additional step, but don’t try to withdraw the support too soon. These steps and the support they provide help memory issues immensely.

Download a Free Blending Lesson

Teaching blending - download a sample lesson

Would you like to see how we teach blending in the All About Reading program? Download this sample lesson!

This is the first lesson in AAR Level 1. The blending activities start on page 4 of the PDF.

The All About Reading program walks you through blending and all the skills your student needs to become a strong reader. The program is multisensory, motivating, and complete. And if you ever need a helping hand, we’re here for you.

All About Reading Product Line

What’s your take on teaching kids to sound out words? Have anything else to share? Let me know in the comments below!

1 University of Royal Holloway London. (2017, April 20). Phonics works: Sounding out words is best way to teach reading, study suggests. ScienceDaily. Retrieved May 1, 2017 from www.sciencedaily.com

Источник: https://blog.allaboutlearningpress.com/sound-out-words/

Welcome to the new Merriam-Webster's Word Central now reprogrammed for superior word power and language fun.

Introducing…Alpha-bot! The word-spelling robot hosts the latest amazing word game and challenges spellers of all ages.

Greetings younger humanoids!


Please follow these word-to-word trajectories for the ultimate Word M words for kids experience:

  • Test your verbal sensors with two great games—Robo-Bee and BIGbot
  • Share your own word creations and definitions at the turbo-charged Build Your Own Dictionary
  • Give your vocabulary a growth spurt with Merriam-Webster's Online Student Thesaurus

. . and once you've examined the nuts and bolts of our new design and content, tell us what you think!

Источник: http://wordcentral.com/

M words for kids -



Developmental or acquired neurological condition

Medical condition

Dysgraphia is a deficiency in the ability to write, primarily handwriting, but also coherence.[2] Dysgraphia is a specific learning disability (SLD) as well as a transcription disability, meaning that it is a writing disorder associated with impaired handwriting, orthographic coding and finger sequencing (the movement of muscles required to write).[3] It often overlaps with other learning disabilities such as speech impairment, attention deficit hyperactivity disorder (ADHD) or developmental coordination disorder (DCD).[4] In the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV), dysgraphia is characterized as a learning disability in the category of written expression when one's writing skills are below those expected given a person's age measured through intelligence and age-appropriate education. The DSM is not clear in whether or not writing refers only to the motor skills involved in writing, or if it also includes orthographic skills and spelling.[4]

The word dysgraphia comes from the Greek words dys meaning "impaired" and γραφία graphía meaning "writing by hand".[3]

There are at least two stages in the act of writing: the linguistic stage and the motor-expressive-praxic stage. The linguistic stage involves the encoding of auditory and visual information into symbols for letters and written words. This is mediated through the angular gyrus, which provides the linguistic rules which guide writing. The motor stage is where the expression of written words or graphemes is articulated. This stage is mediated by Exner's writing area of the frontal lobe.[5] The condition can cause individuals to struggle with feedback & anticipating and exercising control over rhythm & timing throughout the writing process.[6]

People with dysgraphia can often write on some level and may experience difficulty with other activities requiring reciprocal movement of their fingers[6] and other fine motor skills, such as; tying shoes, fastening buttons or playing certain musical instruments. However, dysgraphia does not affect all fine motor skills. People with dysgraphia often have unusual difficulty with handwriting and spelling[3] which in turn can cause writing fatigue.[4] Unlike people without transcription disabilities, they tend to fail to preserve the size and shape of the letters they produce if they can’t look at what they are writing. They may lack basic grammar and spelling skills (for example, having difficulties with the letters p, q, b, and d), and often will write the wrong word when trying to formulate their thoughts on paper. The disorder generally emerges when the child is first introduced to writing.[3] There is accumulating evidence that individuals with SLDs and DCD do not outgrow their disorders.[7] Accordingly, it’s been found that adults, teenagers, and children alike are all subject to dysgraphia.[8] Studies have shown that higher education students with developmental dysgraphia still experience significant difficulty with hand writing, fine motor skills and motor-related daily functions when compared to their peers without neurodevelopmental disorders.[9]

Dysgraphia should be distinguished from agraphia, which is an acquired loss of the ability to write resulting from brain injury, stroke, or progressive illness.[10]


Dysgraphia is nearly always accompanied by other learning disabilities and/or neurodevelopmental disorders such as dyslexia, attention deficit disorder or oral and written language learning disability (OWL LD)[3][11][12] and this can impact the type of dysgraphia a person has. Tourette’s syndrome, ASD and dyspraxia are also common diagnoses among dysgraphic individuals.[13][14][15][16][17] Developmental dysgraphia was originally described as being a disorder that occurs solely in dyslexic individuals. Dysgraphia was not studied as a separate entity until mid-20th century when researchers discovered there were different types that occur without dyslexia.[18] Dyslexics and dysgraphics experience similar synchronization difficulties and issues with spelling. However, dyslexia does not seem to impair physical writing ability or dramatically impact fine motor skills and dysgraphia does not impact reading comprehension.[4] Methods for evaluating, managing and remedying dysgraphia are still evolving,[18] but there are three principal subtypes of dysgraphia that are recognized. There is little information available about different types of dysgraphia and there are likely more subtypes than the ones listed below. Some people may have a combination of two or more of these, and individual symptoms may vary in presentation from what is described here. Most common presentation is a motor agraphia resulting from damage to some part of the motor cortex in the parietal lobes.[citation needed]


There are several features that distinguish dyslexic-dysgraphia (sometimes called “linguistic dysgraphia”) from the other types. People with dyslexic-dysgraphia typically have poor oral and written spelling that is typically phonemic in nature. Their spontaneously written work is often illegible, has extra or deleted syllables or letters, and contains unnecessary capitalization or large spaces in the middle of words which can make each individual word unrecognizable. They may also insert symbols that do not resemble any letter of the alphabet. Writing production generally requires long periods of contemplation and correction.[citation needed]

Dyslexic-dysgraphic individuals have fairly good copied work, and their ability to draw is also preserved. Their finger tapping speed (a method for identifying fine motor problems) is normal, indicating that the deficit does not likely stem from cerebellar damage.[18] Impaired verbal executive functioning has also been related to this form of the disorder.[16]

One study found that boys with ADHD and dysgraphia suffer primarily from motor planning errors rather than linguistic impairment but the prevalence of linguistic/dyslexic-dysgraphia compared to other subtypes is uncertain.[4]


Dysgraphia can be difficult to diagnose because the handwriting starts out clear and slowly degrades, making the writer appear lazy.

Motor dysgraphia (sometimes called “peripheral dysgraphia”)[16] is due to deficient fine motor skills, poor dexterity, poor muscle tone or unspecified motor clumsiness. Motor dysgraphia impairs both motor patterns and motor memory.[6] Letter formation may be acceptable in very short samples of writing, but this requires extreme effort and an unreasonable amount of time to accomplish, and it cannot be sustained for a significant length of time, as it can cause arthritis-like tensing of the hand. Overall, their written work is poor to illegible even if copied by sight from another document, and drawing is impaired. Oral spelling for these individuals is normal, and their finger tapping speed is below normal. This shows that there are problems within the fine motor skills of these individuals. People with developmental coordination disorder may be dysgraphic and motor-dysgraphia may serve as a marker of dyspraxia.[19] Motor-dysgraphics struggle with proper finger grip and writing is often slanted due to holding a pen or pencil incorrectly.[3][6] Average writing speed is slower than that of non-dysgrapic individuals, but this seems to improve with age. Motor skill deficits appears to be a common cause of dysgraphia; 78% of children with the disorder present kinematic difficulties, while 58% of them display issues with pressure skills.[20]


A person with spatial dysgraphia has a defect in the understanding of space. This impaired spatial perception causes illegible spontaneously written work, illegible copied work, abnormal spacing between letters and majorly impaired drawing abilities. They have normal oral spelling and normal finger tapping speed, suggesting that this subtype is not fine motor based.[16] Symptoms in actuality may vary in presentation from what is listed here.[citation needed] Spatial dysgraphia may develop in individuals with lesions on the right hemisphere of the brain.[15]


Other subtypes and informal classification systems have been proposed by researchers; this includes but is not limited to phonological dysgraphia,[21] deep dysgraphia and surface dysgraphia.[18][15]

Signs and symptoms[edit]

The symptoms to dysgraphia are often overlooked or attributed to the student being lazy, unmotivated, careless or anxious. The condition may also be dismissed as simply being an expression of attention deficiency or having delayed visual-motor processing. In order to be diagnosed with dysgraphia, one must have a cluster, but not necessarily all, of the following symptoms:[3][6][4]

  • Poor legibility
  • Excessive erasures
  • Misuse of lines and margins
  • Poor spatial planning on paper
  • Relies heavily on vision to write
  • Irregular letter sizes and shapes
  • Frequent reliance on verbal cues
  • Inattentiveness over details when writing
  • Mixed upper case and lower case letters
  • Switching between cursive and print letters
  • Difficulty visualizing letter formation beforehand
  • Slow writing speed or inefficient speed of copying
  • Inconsistent form and size of letters, or unfinished letters
  • Difficulty understanding homophones and what spelling to use[22]
  • Handwriting abilities that interfere with spelling and written composition
  • Struggles with translating ideas to writing, sometimes using the wrong words altogether
  • Issues following rules of sentence structure or grammar when writing, but not when speaking[23]
  • Tight, awkward or painful grip of writing utensil[23] or feeling pain while writing (eg; cramps in fingers, wrist and palms)[3]
  • Odd wrist, arm, body, or paper orientations (eg; bending arm into an L shape, holding paper down with non-dominant hand)
  • Synchronization difficulties like writing and thinking at the same time (eg; creative writing, taking notes, tapping and judging line orientation concurrently)

The symptoms of dysgraphia can change as one ages.[23] Dysgraphia may cause students emotional trauma often due to the fact that no one can read their writing, and they are aware that they are not performing to the same level as their peers. Emotional problems that may occur alongside dysgraphia include impaired self-esteem, lowered self-efficacy, reduced motivation, poorer social functioning, heightened anxiety, and depression.[3][11][6][16] They may put in extra efforts in order to have the same achievements as their peers, but often get frustrated because they feel that their hard work does not pay off.[11] Dysgraphia is a hard disorder to detect as it does not affect specific ages, gender, or intelligence.[11] The main concern in trying to detect dysgraphia is that people hide their disability behind their verbal fluency/comprehension and strong syntax coding because they are ashamed that they cannot achieve the same goals as their peers.[11] Having dysgraphia is not related to a lack of cognitive ability,[3] and it is not uncommon in intellectually gifted individuals, but due to dysgraphia their intellectual abilities are often not identified.[11]

Associated conditions[edit]

There are some common problems not related to dysgraphia but often associated with dysgraphia, the most common of which is stress. Developing an aversion to writing is another common issue. Often children (and adults) with dysgraphia will become extremely frustrated with the task of writing specially on plain paper (and spelling); younger children may cry, pout, or refuse to complete written assignments. This frustration can cause the student a great deal of stress and can lead to stress-related illnesses. This can be a result of any symptom of dysgraphia.[6][8][11]


The underlying causes of the disorder are not fully understood[15] but dysgraphia is known to be a biologically based disorder with genetic and brain bases.[3] More specifically, it is a working memory problem[11] caused by specific neurodevelopmental dysfunction.[6] In dysgraphia, individuals fail to develop normal connections among different brain regions needed for writing.[11] People with dysgraphia have difficulty in automatically remembering and mastering the sequence of motor movements required to write letters or numbers.[3] Dysgraphia is also in part due to underlying problems in orthographic coding, the orthographic loop, and graphmotor output (the movements that result in writing) by one's hands, fingers and executive functions involved in letter writing.[3] The orthographic loop is when written words are stored in the mind's eye, connected through sequential finger movement for motor output through the hand with feedback from the eye.[11]

Family history of specific learning disabilities may play a role. It’s been observed that children with developmental dysphasia, developmental dysgraphia and developmental dyslexia may be more likely to have family members with one of these conditions.[15] Genetic studies suggest that verbal executive function tasks, orthographic skills, and spelling ability may have a genetic basis. Genes on chromosomes 6 and 15 may play some role with SLDs as they have linked to poorer reading, poorer spelling and lower phonemic awareness.[16]


Unlike specific learning disabilities and neurodevelopmental disorders that have been more extensively studied, there is no gold standard for diagnosing dysgraphia. This is likely due to writing systems often differing substantially between countries & languages and there being considerable heterogeneity among the therapists who are charged with diagnosing dysgraphia. Consequently, there are several tests that are used to diagnose dysgraphia like Ajuriaguerra scale, BHK for children or teenagers, the Minnesota Handwriting Assessment, ETCH, SCRIPT, DASH and HHE scale.[24][25]

With devices like drawing tablets, it is now possible to measure the position, tilt, and pressure in real time. From these features, it is possible to compute automatic features like speed and shaking and train a classifier to diagnose automatically children with atypical writing.[24][26] The features extracted have different importances in the classification through development and allow to characterize different subtypes of dysgraphia that could have different origins, outcomes and could require different remediation strategies.[27]

It’s not uncommon for dysgraphic individuals to be intellectually gifted, possess a rich vocabulary and have strong comprehension of language when speaking or reading, though their disorder is often not detected or treated; which may also be in part to developmental dyslexia receiving far more academic and medical attention than developmental dysgraphia.[28] In addition, gifted children with transcription disabilities seldom receive programming for their intellectual talents due to their difficulties in completing written assignments.[3]


Treatment for dysgraphia varies and may include treatment for motor disorders to help control writing movements. Helping dysgraphic students overcome writing avoidance and accept the purpose and necessity of writing may be needed.[6] The use of occupational therapy can be effective in the school setting, and teachers should be well informed about dysgraphia to aid in carry-over of the occupational therapist's interventions. Treatments may address impaired memory or other neurological problems. Some physicians recommend that individuals with dysgraphia use computers to avoid the problems of handwriting. Dysgraphia can sometimes be partially overcome with appropriate and conscious effort and training.[3] The International Dyslexia Association suggests the use of kinesthetic memory through early training by having the child overlearn how to write letters and to later practice writing with their eyes closed or averted to reinforce the feel of the letters being written. They also suggest teaching the students cursive writing as it has fewer reversible letters and can help lessen spacing problems, at least within words, because cursive letters are generally attached within a word.[citation needed]


It’s been estimated that up to 10% of children in the world are affected by disabilities like dysgraphia, dyslexia, dyscalculia and dyspraxia.[19][29] Estimates on the true prevalence of dysgraphia aren’t available due to lack of research on the disorder.


There is no special education category for students with dysgraphia;[3] in the United States, The National Center for Learning Disabilities suggests that children with dysgraphia be handled in a case-by-case manner with an Individualized Education Program, or provided individual accommodation to provide alternative ways of submitting work and modify tasks to avoid the area of weakness.[8] Students with dysgraphia often cannot complete written assignments that are legible, appropriate in length and content, or within given time.[3] It is suggested that students with dysgraphia receive specialized instructions that are appropriate for them. Children will mostly benefit from explicit and comprehensive instructions, help translating across multiple levels of language, and review and revision of assignments or writing methods.[11] Direct, explicit instruction on letter formation and guided practice will help students achieve automatic handwriting performance before they use letters to write words, phrases, and sentences.[3] Some older children may benefit from the use of a personal computer or a laptop in class so that they do not have to deal with the frustration of falling behind their peers.[11]

It is also suggested by Berninger that teachers with dysgraphic students decide if their focus will be on manuscript writing (printing) or keyboarding. In either case, it is beneficial that students are taught how to read cursive writing as it is used daily in classrooms by some teachers.[3] It may also be beneficial for the teacher to come up with other methods of assessing a child's knowledge other than written tests; an example would be oral testing. This causes less frustration for the child as they are able to get their knowledge across to the teacher without worrying about how to write their thoughts.[8] Dysgraphic students may benefit from special accommodation by their teachers when being required to write. Accommodations that may be helpful include but are not limited to; offering larger pencils or pencils with special grips, supplying paper with raised lines to provide tactile feedback, allowing extra time for classwork assignments, scaling down large written assignments and breaking down long written assignments into multiple shorter assignments.[16]

The number of students with dysgraphia may increase from 4 percent of students in primary grades, due to the overall difficulty of handwriting, and up to 20 percent in middle school because written compositions become more complex. With this in mind, there are no exact numbers of how many individuals have dysgraphia due to its difficulty to diagnose[3] and exact prevalence depends on the definition of dysgraphia. There are slight gender differences in association with written disabilities; overall it is found that males are more likely to be impaired with handwriting, composing, spelling, and orthographic abilities than females.[11][16]

The Diagnostic and Statistical Manual of Mental Disorders-5 (DSM-5) doesn't use the term dysgraphia but uses the phrase "an impairment in written expression" under the category of "specific learning disorder". This is the term used by most doctors and psychologists.[30] To qualify for special education services, a child must have an issue named or described in the Individuals with Disabilities Education Act (IDEA). While IDEA doesn't use the term "dysgraphia", it describes it under the category of "specific learning disability". This includes issues with understanding or using language (spoken or written) that make it difficult to listen, think, speak, read, write, spell or to do mathematical calculations.[citation needed]

See also[edit]


  1. ^Berninger VW, Richards T, Abbott RD (October 2015). "Differential Diagnosis of Dysgraphia, Dyslexia, and OWL LD: Behavioral and Neuroimaging Evidence". Reading and Writing. 28 (8): 1119–1153. doi:10.1007/s11145-015-9565-0. PMC 4553247. PMID 26336330.
  2. ^Chivers M (1991). "Definition of Dysgraphia (Handwriting Difficulty)". Dyslexia A2Z. Archived from the original on 2011-02-19.
  3. ^ abcdefghijklmnopqrstBerninger VW, Wolf BJ (2009). Teaching Students with Dyslexia and Dysgraphia: Lessons from Teaching and Science. Baltimore, Maryland: Paul H. Brooks Publishing Co. ISBN .
  4. ^ abcdefNicolson RI, Fawcett AJ (January 2011). "Dyslexia, dysgraphia, procedural learning and the cerebellum". Cortex; A Journal Devoted to the Study of the Nervous System and Behavior. 47 (1): 117–27. doi:10.1016/j.cortex.2009.08.016. PMID 19818437. S2CID 32228208.
  5. ^Roux FE, Dufor O, Giussani C, Wamain Y, Draper L, Longcamp M, Démonet JF (October 2009). "The graphemic/motor frontal area Exner's area revisited". Annals of Neurology. 66 (4): 537–45. doi:10.1002/ana.21804. PMID 19847902. S2CID 205341904.
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Further reading[edit]

  • Costa V, Fischer-Baum S, Capasso R, Miceli G, Rapp B (July 2011). "Temporal stability and representational distinctiveness: key functions of orthographic working memory". Cognitive Neuropsychology. 28 (5): 338–62. doi:10.1080/02643294.2011.648921. PMC 3427759. PMID 22248210.
  • Gergely K, Lakos R (February 2013). "[Role of pediatricians in the diagnosis and therapy of dyslexia, dysgraphia and dyscalculia]". Orvosi Hetilap (in Hungarian). 154 (6): 209–18. doi:10.1556/OH.2013.29526. PMID 23376688.
  • Martins MR, Bastos JA, Cecato AT, Araujo M, Magro RR, Alaminos V (2013). "Screening for motor dysgraphia in public schools". Jornal de Pediatria. 89 (1): 70–4. doi:10.1016/j.jped.2013.02.011. PMID 23544813.
  • Purcell JJ, Turkeltaub PE, Eden GF, Rapp B (2011). "Examining the central and peripheral processes of written word production through meta-analysis". Frontiers in Psychology. 2: 239. doi:10.3389/fpsyg.2011.00239. PMC 3190188. PMID 22013427.

External links[edit]

Look up dysgraphia in Wiktionary, the free dictionary.
Источник: https://en.wikipedia.org/wiki/Dysgraphia

Synonym Words With M in English

Synonym Words With Mmagnifyexpand, enlarge, exaggeratemandatoryrequired, compulsorymaneuvermanipulate, handle, schememaximumgreatest, uppermost, highestmeagerscanty, sparse, poormeanunkind, malicious, nastymediocrefair, moderate, so-somendrepair, fixmigrantdrifting, traveling, transientmilitantcombative, aggressive, warlikeminorlesser, inferior, secondarymirthmerriment, fun, laughtermischievousnaughty, impishmisfortunehardship, catastrophe, mishapmobilemoveable, changeablemoderatetemperate, lenient, mediummomentousimportant, powerful, outstandingmonotonousboring, tedious dreary, humdrummoralethical, virtuous, righteousmorbidappalling, awful, ghastlymorosegloomy, sullen, moody, glummourngrieve, lament, bemoanmysteriouselusive, occult, secret
Источник: https://englishstudyhere.com/vocabulary/synonym-words-with-m-in-english/

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