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Why Is My Child’s Handwriting So Bad? By Liana Chandler (Bach EC, M.T & M. Ed. Sp.)

28/2/2015

I was recently asked the following question “My daughter is in year one and has really messy handwriting. She’s been trying so hard to write neatly, but she just can’t seem to do it. She can’t even write her own name clearly. Why is her handwriting so bad? Will it get better as she gets older?”

I think I have a pretty good idea of the frustration that this child might be feeling right about now. I have always had significant problems with handwriting. I still hate to have to write something by hand. Thank goodness for computers—although they didn’t exist when I was kid.

I still hold my pen with an unorthodox grip and have to take breaks when writing by hand. I should point out that my dysgraphia hasn’t stopped me from writing essays and numerous articles. The important point to stress with any child who is in the same situation is that difficulty with handwriting is not a reflection of their intelligence or creativity.

There are several factors that may cause or contribute to poor handwriting. One of them is fine motor skills. Another is short-term memory, which can make it difficult to quickly recall words as well as the shapes of letters. It’s also possible that your child may process thoughts faster than they can put them down on paper.

Another contributing factor could be their learning strengths or style. They may be a visual-spatial learner rather than an auditory-sequential learner. This means they may see the forest but have trouble noticing details about the trees.

The good news is there are many ways to help your child with writing issues. I suggest you start by meeting with their teacher. Find out how much time is being spent on handwriting and what methods and materials are being used. Ask what the teacher recommends you do at home to support your child’s handwriting development.

Your child may need more time to work on their handwriting than the school provides. You could look online or in education supply stores for resources you can use at home. If gripping the pencil is an issue, try pencils that are different sizes and weights. You may also want to try out differently shaped plastic pencil grips. See if these help make writing more comfortable for them.

There are other strategies you can try at home. These include:

Making sure they write while sitting at a table rather than while lying on their bed
Encouraging them to dictate ideas to you and then copy down what you’ve written
Using finger paint, shaving cream, sand and other materials to help them see and feel the shapes of letters and numbers
Giving them plenty of time to write and taking breaks along the way

You may also want to consider requesting to have them evaluated by the school or by an occupational therapist. Depending on your child’s issues, there are therapies that may help. If the issue is with fine motor skills and muscular strength, the earlier they start these therapies the better. Don’t sit back and hope that getting older will take care of these difficulties. Be proactive.

Most importantly, be sensitive to your child’s self-esteem. Avoid words like lazy or messy. As someone with learning and attention issues, I found one of the most difficult situations I faced as a kid was being told by adults that I could do something if I really tried—and my telling the adults that I was trying. When more of the same doesn’t help, it may be time to look for a new strategy.

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Understanding Your Child’s Trouble With Math. By Liana Chandler (Bach EC, M.T & M. Ed. Sp.)

24/2/2015

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Do you often wonder why your child has such a hard time learning math? If she has trouble counting or remembering basic math facts, it could be due to a learning issue called dyscalculia. But other issues can also make it hard to work with numbers.

What You Might Be Seeing

The signs of a math issue can vary depending on what’s causing it and how old your child is. If dyscalculia is to blame, the symptoms may change over time as she uses math in different ways.

Math Trouble in Preschool or Kindergarten

Finds it hard to learn to count by 10s, up to 100
Has trouble pointing to and counting each object in a group
Has trouble understanding that a number can be used to describe any group with that amount in it—for example, knowing that 5 can be used for a group of 5 fingers, 5 bananas and 5 cats
Has difficulty recognising and writing numbers up to 20
Skips numbers when counting, long after other kids the same age are able to count in order (children typically can count to 100 by 1s and 10s at end of kindergarten)
Doesn’t tend to recognise patterns and may not be able to sort items by size, shape or color

Math Trouble in Infants (Kindergarten through to Year 2)

Difficulty counting by 2s, 5s, and 10s
Unable to mentally calculate basic addition and subtraction problems
Difficulty recognising basic mathematical signs such as plus or minus
Difficulty recognising numbers, confusing 381 for 38 and 1 or 3, 8, 1

Math Trouble in Primary School

Doesn’t understand the concept of “more than” or “less than”
Struggles to learn and remember basic math facts, such as 5 + 5 = 10
Doesn’t make the connection between related math facts or “fact families,” such as 5 + 5 = 10, so 10 ‒ 5 = 5
Has trouble recognising written numbers (also known as numerals)
Still uses fingers to count instead of doing the calculation in her head
Struggles to line numerals up neatly in columns when solving math problems
Doesn’t know left from right
Avoids games that involve strategy like checkers or Sudoku
Has a hard time telling time

Math Trouble in High School

Has difficulty using math in real life, including things like budgeting or doubling a recipe to make it for more people
Has trouble understanding maps and charts
Hesitates to participate in activities that require a good sense of speed and distance, such as running track or learning to drive

If you’ve seen some of these signs in your child for at least six months, it’s a good idea to talk to her teacher or doctor. Together you can come up with a plan for figuring out what’s causing these problems and what may help.

What Can Cause Trouble With Math

For someone to do math well, many skills need to come together. These include language and memory skills, and the ability to picture things. If your child is doing fine in other subject areas and mainly seems to be struggling with math, then dyscalculia may be the cause of her issues. Here are some common causes of math trouble.

Dyscalculia: This brain-based condition makes it hard to work with numbers and number concepts. It may not be as well-known as dyslexia, but it isn’t uncommon. Research suggests that anywhere from 7 to 14 percent of people have it.

Dyscalculia isn’t a sign of low intelligence. In fact people with this condition often do well or even extremely well in non-math areas.

Not all kids show the same signs of dyscalculia. Some may have a hard time learning to count or figuring out how many items are in a group. Others might struggle to remember math facts or use math-related vocabulary like “greater than” or “less than.”

Dyslexia: This common condition is mainly known for its impact on reading skills. But it can also affect spelling, writing, speaking and math skills. If your child is having trouble learning to count and doing word problems, dyslexia could be the cause. Many kids have both dyslexia and dyscalculia.

Math anxiety: Children with math anxiety are so worried about doing math that it lowers their performance on math tests. Some kids may have both math anxiety and dyscalculia.

Visual processing disorder: You may see your child struggling to recognise patterns, line up math problems on the page and read maps or charts. These are all signs of a visual processing disorder.

ADHD: Not paying attention to math isn’t the same as not understanding it. If your child can’t seem to focus on her math work, or makes a lot of careless errors, you might want to look into ADHD.

How You Can Get Answers

If your child is having trouble with math, there’s a lot you can do to help. By knowing what’s causing the issues, you and her teachers can find the most effective ways to build math skills and self-esteem. Getting answers make take a little work, but it’s not as tough as you may think. Here are some steps you can take:

Talk to your child’s teacher. This is a great first step toward finding out why your child is struggling with math. See what the teacher has observed in class and share what you’ve been seeing at home. You can ask the teacher for a list of the skills that students are expected to learn by the end of the school year. That can give you a sense of what your child needs help with and how far behind she may be. The teacher may try different strategies to help your child build math skills and understand concepts. You also can talk about whether your child might need some official strategies and accommodations put into place.
Look into an educational evaluation. Either you or your child’s teacher can request that the school evaluate your child for special supports or services. (The school can’t do it without your permission.) If the school agrees, you won’t have to pay anything. Depending on the results your child might be entitled to an Individualised Education Program (IEP). This plan will detail the free services and supports the school will provide to help your child learn math.
Talk to your child’s doctor. This is another good place to start getting answers. The doctor will ask you to describe your concerns and help you find out whether certain medical conditions such as ADHD might be causing the issues. The doctor may also suggest you see a learning specialist to help figure things out.
Talk to a specialist. The professionals who focus on learning issues are called educational psychologists. They are trained to give specific tests that look at how children think and learn. These tests can help pinpoint which areas a child is struggling with. The specialists who can check for ADHD are a psychologist or neurologist.

What You Can Do Now You

You may not know exactly what’s causing your child’s trouble with math. But even before you find out, there are steps you can take now to make things a little easier for your child. Here are a few options to consider:

Make math a game. Practicing math skills doesn’t have to feel like homework. Doing it in a less pressured way may improve your child’s understanding of numbers and reduce math anxiety. Ask your child to help you sort the laundry and pair up the socks. Or have her measure out ingredients to cook with or weigh things at the grocery store. Learn more about how games can help kids who struggle with math.
Check out apps and technology. Kids who have trouble with math facts and concepts can benefit from apps that boost math skills. Other types of assistive technology can help too. Using things like calculators may feel like “cheating.” But if it’s what your child needs to be able to manage the workload, it’s simply another learning aid.
Boost your child’s confidence. Struggling with math can affect your child’s overall self-esteem and social life. Help your child recognise her strengths and build on them. Reminding her of what she does well can help improve her self-esteem and resilience.
Observe and take notes. The first step to finding help for your child is to observe her behaviour and take notes on when she has difficulties. This can help you pick up on patterns and specific issues that you can begin to work on. Your notes will also be helpful when you talk to your child’s teacher, doctor or other professional.
Try different strategies. There are things you can do at home to help your child build math skills. You may also want check out some of the advice from our experts in Parenting Coach. Get suggestions for helping your child with things like poor self-esteem and anxiety problems.
Connect with other parents. Although it may feel like you’re the only family dealing with these issues, you’re not. Find site’s that can help you find parents whose kids are struggling with math. These parents know what you’re going through and can share insights and strategies.

Understanding what’s behind your child’s trouble with math is the best way to get support for her—and for you. The more you know, they better able you’ll be to help her build her math skills and her confidence.

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What’s the Difference Between Dysgraphia and Dyslexia? By Liana Chandler (Bach EC, M.T & M. Ed. Sp.)

20/2/2015

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Lately I have been getting a lot of enquiries about dysgraphia and dyslexia. The main questions seem to be “My child has a really tough time with writing but reading is also very difficult for her. Is it possible she has dysgraphia and dyslexia? What’s the difference? How can doctors tell whether she has one or the other—or both?

It’s not unusual for kids to have both dyslexia and dysgraphia. Dyslexia is primarily associated with trouble reading. But it can also affect writing, spelling and even speaking. Dysgraphia mostly shows up as writing difficulties. Kids with dysgraphia may struggle with handwriting, organizing their thoughts on paper or with both of these activities.

Dyslexia and dysgraphia are brain-based issues. Both tend to emerge during childhood, although some people may not be diagnosed until later in life. Psychologists can get insights into how your child thinks and figure out the specific brain processes that are giving her difficulty. This will make it easier to find strategies that can help her with these lifelong challenges.

Children and adults with dyslexia process and interpret information differently than people who don’t have dyslexia. Scientists have also found that many people with dyslexia have trouble distinguishing or separating the sounds in spoken words. Some children have problems sounding out unfamiliar words. Others have trouble with rhyming games, such as rhyming cat with bat.

These skills are fundamental to learning to read. Fortunately, reading specialists have developed techniques that can help many kids with dyslexia acquire these skills.

Some children aren’t discovered to have reading issues until later in their school years when the focus shifts from word identification to reading comprehension. That’s because there’s more to reading than recognizing words. If it takes your child a long time to sound out each individual word, it may be hard for her to remember the words long enough to understand the meaning of the sentence or paragraph.

Reading speed and fluency also play a role in being able to connect new information to concepts your child already knows. Audiobooks and other tools can help her improve reading comprehension.

Dysgraphia may not be as widely discussed as dyslexia, but it’s surprisingly common. Dysgraphia can manifest itself as difficulties with spelling and grammar, poor handwriting or trouble putting thoughts on paper.

Writing involves many skills and many parts of the brain. It’s important to understand which areas your child is having trouble with.

If she struggles with handwriting, a keyboard might help. If she has trouble organizing her thoughts, try using a graphic organizer and other kinds of assistive technology. Talk with your child’s doctor and teacher. They can help you find ways to improve her writing skills and reading comprehension.

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Game Changers in History Who May Have Had Learning and Attention Issues. By Liana Chandler (Bach EC, M.T & M. Ed. Sp.)

17/2/2015

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Historians speculate that many major figures from the past may have had learning and attention issues. We can’t know for sure whether someone from an earlier century had these issues. But here are some accomplished individuals who made a big impact on history—from centuries past to more recent times. They overcame challenges and may inspire your child to do the same.

Leonardo da Vinci (1452–1519)

As an artist, inventor, scientist, engineer and writer, Leonardo da Vinci had many talents. He also had interesting habits, like writing backward, spelling strangely and not following through on projects. Today, we understand that these traits can all be characteristics of dyslexia and other learning and attention issues. For example, his ability to create imaginative drawings is a strength shared by some people with ADHD. Whether or not he had learning and attention issues, Leonardo used his strengths to earn a place as one of history’s greatest geniuses.

Alexander Graham Bell (1847–1922)

Bell reinvented the field of communications by creating the first telephone. But years earlier, he struggled in school. Even though he was gifted at problem solving, it’s thought that he had trouble reading and writing, possibly as a result of dyslexia. He was eventually homeschooled by his mother. With her help, Bell learned to manage his challenges. And he went on to change the world.

Thomas Edison (1847–1931)

School didn’t come easily for Edison, either. He was considered “difficult” and hyperactive. Historians believe he may have had ADHD and dyslexia. But his appetite for knowledge was huge. He developed effective ways to study and learn on his own. As a result, Edison’s unique way of tackling problems helped him make history. He shaped modern life by inventing the phonograph, the motion picture camera and the light bulb.

Henry Ford (1863–1947)

Industrial revolutionary Henry Ford founded the Ford Motor Company and transformed the transportation industry. Ford, who preferred hands-on learning to reading, may have had dyslexia. If he did have reading issues, they didn’t stop him from creating an industrial empire.

Pablo Picasso (1881–1973)

According to many accounts, the world-famous artist may have had dyslexia. He expressed feelings that many kids with learning and attention issues have. “Don’t think I didn’t try to learn at school,” he said. “I tried hard. I would start but immediately be lost.” Fortunately, his father, an art teacher, encouraged him to develop his artistic talents. His unique vision of the world came through in his powerful works of art. The rest is art history.

Agatha Christie (1890–1976)

This famous writer’s mysteries had a big impact on how suspense stories have been written in the 20th century and beyond. But historians think that Christie may have had reading and writing issues. They don’t know whether it was dysgraphia or dyslexia (or both). But they do know that she dictated all of her famous works, possibly in response to her issues. Those novels still rank among the world’s most popular books. And characters she created, like Hercule Poirot and Miss Marple, continue to entertain readers today.

Muhammad Ali (1942–)

One of the greatest boxers of all time, Ali struggled with dyslexia. He’s said he could barely read his high school textbooks. Nonetheless, he managed to graduate. He became an Olympic gold medalist at the age of 18. And he was world heavyweight boxing champion at 22. He’s also remembered today for having strong principles. He refused to fight in the Vietnam War, even though this damaged his career. And his determination inspired Dr. Martin Luther King, Jr. More recently, Ali has worked to encourage more young African Americans to enjoy reading.

Erin Brockovich (1960–)

When she was growing up, Brockovich was teased by her classmates for having dyslexia. She was also told she would never make it through university. But she read through thousands of pages of legal documents to help bring a landmark case against a power company accused of polluting water in a small town. Even though she had no formal legal training, she helped win the largest settlement ever for a lawsuit of that kind: $333 million. Today, she continues her work as a consumer advocate. And she’s spoken out about her dyslexia and how it’s affected her.

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Repeating a Grade: Pros and Cons. By Liana Chandler (Bach EC, M.T & M. Ed. Sp.)

14/2/2015

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Has the idea of your child repeating a grade come up with the school? There are a number of things to consider when you talk about repeating. Take a look at these pros and cons.

Pros of repeating a grade

Cons of repeating a grade

Kids who’ve missed a lot of school due to illness, emotional trauma or a move may benefit from repeating a grade.

A child who’s just been absent often is already at higher risk for dropping out of school. Repeating a grade increases the risk.

Kids who are much younger than grade-level peers and who have a history of struggling academically can benefit from repeating a grade. It can be a better fit emotionally and age-wise.

Kids who are already the oldest in their grade will be almost two years older than the rest of the class.

For kids who are developmentally immature (either physically or emotionally), repeating a grade may reduce the stress of trying to “keep up.”

For kids who are physically large for their age, repeating a grade can make them stand out more.

Kids who are far enough behind that it’s unlikely they’ll catch up in the next grade may benefit. However, they’ll still need supports in place to help them master skills.

Kids who will be taught the same skills in the same way without any different support in place typically don’t benefit from repeating. And kids who stay back tend to lose the positive gains within two to three years after being held back.

Kids who have behaviour issues or stress that’s clearly related to schoolwork may benefit from another year.

Kids who have behaviour issues or stress related to the classroom environment typically don’t benefit from staying in the same class another year.

Kids who can tell you they feel like another year in the same grade will be helpful are good candidates for repeating a grade.

Kids who are strongly opposed to staying back are more likely to find ways to make it not work.

Keep in mind that kids don’t outgrow learning and attention issues like dyslexia. They won’t “grow out of it” by repeating a grade. Kids with learning and attention issues need appropriate instruction and help to make progress.

If your child’s school suggests repeating a grade, make sure to talk about all the options. Ask your school about response to intervention or whether tutoring might be another way to help your child.

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How Does a Child With Executive Functioning Issues Think Differently? By Liana Chandler (Bach EC, M.T & M. Ed. Sp.)

9/2/2015

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Executive functioning issues can vary greatly from one child to the next. That’s why I want to start off by saying that I can’t make any broad generalizations about how children with these issues think. There is no one-size-fits-all explanation.

It’s also important to note that children with executive functioning issues don’t necessarily “think” differently. What they struggle with is the process of coordinating, prioritising or managing information needed to perform tasks successfully. Trouble with executive functioning, or executive dysfunction, is often referred to as a “performance disability.”

So even though kids with these issues may be highly intelligent, gifted, artistic, athletic or musically talented, they may struggle to complete seemingly simple tasks like remembering to turn in their homework.

Kids who struggle to start or finish a task may have difficulty with one or more aspects of executive functioning. This is the umbrella term that refers to skill development in the following areas:

Planning and prioritising
Starting a task (experts often describe this as “initiation”)
Controlling impulses (experts call this “inhibition”)
Shifting from one activity to the next
Controlling emotions
Using working memory
Organising materials
Self-monitoring

To use these skills, kids also need to be able to do things like pay attention and filter out essential from nonessential details. Some children with executive functioning issues may develop these skills later than their peers do. Other kids may have ongoing weaknesses.

All of these skills develop differently. They can also vary a great deal depending on a child’s age, degree of difficulties and strengths in other areas.

For example, gifted children in primary school may not feel the need to take notes during class. Or they may get the right answers in math without needing to “show their work.” But they may have weaker development in areas like note-taking because they don’t have to rely on those skills until high school or university.

So, to recap: It’s unclear what exactly the psychologist was referring to when she described your son as having a “disorganised mind.” But regardless of his age or abilities, childhood is full of new learning experiences and requires managing vast amounts of information.

Remember that your child is unique. Identifying their strengths and weaknesses through a comprehensive evaluation is a good first step toward figuring out how to address their challenges.

Keep in mind that there are many options that can help your child with executive functioning issues. These include classroom accommodations, graphic organisers and apps and other kinds of assistive technology.

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9 Tips for Reacting to Your Child’s Report Card. By Liana Chandler (Bach EC, M.T & M. Ed. Sp.)

1/2/2015

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How you react to your child’s report can impact their motivation, self-esteem and sense of control over their learning. So it’s important to look beyond the grades before you respond. This is especially true for those children who have a learning focus or behavioural issue.

Grades improved, but less than you expected.

You might be tempted to say, “I was expecting to see more improvement than this.” But it’s important to remember that any improvement is progress, and even a little bit can take a lot of effort. Recognising this provides an opportunity to talk about what’s working well.

Instead, try saying, “Well done! What do you think helped you to make those improvements? Would the same strategies be helpful for other subjects, too?”

Grades and effort both need improvement.

When the news isn’t great, you might be tempted to blurt out, “You’re grounded until your attitude and grades improve!” But take a deep breath and try this approach instead: “I need to take some time to think about what I want to say. We’ll talk about this tomorrow.”

Then, think about what “improvement” looks like. Be realistic and define it for your child: “Here are the expectations for the next report. Let’s come up with a plan to make it happen.”

Grades have improved since the last report.

When the results are positive, you might be tempted to say, “I knew if you tried harder you could do better!” But “trying harder” isn’t how kids with learning and attention issues do better in school.

Instead, you can say something like, “Awesome! Looks like using new strategies for homework and studying really paid off.”

Grades stayed the same, but effort has improved.

When you’re looking for improvement in grades you may overlook teacher comments about progress in other areas. You might be tempted to say: “Well, your effort is better. If only your grades were better, too.” But if your child doesn’t enjoy school, greater effort and an improved effort is progress.

Instead, try saying, “It’s good to hear you’re more comfortable in school, and to see that you’re doing well with your homework. Let’s work on test-taking for the next report.”

Some grades improved, and others dropped.

Since some subjects have improved, you might be tempted to say: “What happened with the rest of your classes?” But as your child gets older, the expectations for learning change and may be harder to meet in some subjects.

It’s more productive to say, “Your math and science grades look great! But I’m a little disappointed about the others. What’s different in those classes?” Talk about changes that might help, such as a quieter homework area or working with a tutor. If they’re old enough, you can also suggest that they speak with their teachers about strategies that could help them improve.

Your child is struggling with most classes despite working hard.

If you’re surprised, you might be tempted to say: “You’re struggling with everything?! I thought you were working hard!” Your child’s performance may have little to do with effort, though. Do they have the necessary supports? Maybe it’s time to consider testing or revisit their IEP goals.

You can say this instead: “I’m really surprised by these grades—I know you worked hard. After we talk about what you think could help you, I’m going to ask for a meeting at school to come up with a better plan.”

Grades have taken a sudden nosedive.

When your child is suddenly falling behind in everything, you might be tempted to say: “What on earth is going on with you?” But it’s important to think about any other signs that something’s wrong. Have you seen changes in their behaviour or friendships recently?

If so, you could say, “I’m really not happy with this, and I’ve noticed other changes in you lately. Take a day to think about what your teachers and I can do to help. Tomorrow we’ll talk and come up with a plan for moving forward.”

Your child is disappointed they didn’t do better.

You might be tempted to say, “I don’t understand why you’re upset. This report looks pretty good.” If your child has been expecting a bigger “payoff” for their hard work, however, it might not look good enough.

Instead you can say, “I understand that you’re disappointed, but I’m happy with this. I see your hard work paying off.”

You know they didn’t put in the necessary work.

Out of frustration you might be tempted to say, “I knew this was going to happen! I’m taking your phone until you fix it!” But your child can’t prove it’s “fixed” until the next report and that’s too long for any form of punishment to be meaningful or effective.

A better approach might be to say, “You can’t change your report, but you can—and will—change your approach to school. You aren’t going to use your phone until your homework is done and checked each day.”

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About ALA

The Australian Literacy Academy (ALA) is a private English tutoring centre in Castle Hill, NSW dedicated to helping children of all levels and spectrums reach their full potential in the area of literacy: reading, writing, spelling, comprehension and speaking and listening.

Why Is My Child’s Handwriting So Bad? By Liana Chandler (Bach EC, M.T & M. Ed. Sp.)

Understanding Your Child’s Trouble With Math. By Liana Chandler (Bach EC, M.T & M. Ed. Sp.)

What’s the Difference Between Dysgraphia and Dyslexia? By Liana Chandler (Bach EC, M.T & M. Ed. Sp.)

Game Changers in History Who May Have Had Learning and Attention Issues. By Liana Chandler (Bach EC, M.T & M. Ed. Sp.)

Repeating a Grade: Pros and Cons. By Liana Chandler (Bach EC, M.T & M. Ed. Sp.)

How Does a Child With Executive Functioning Issues Think Differently? By Liana Chandler (Bach EC, M.T & M. Ed. Sp.)

9 Tips for Reacting to Your Child’s Report Card. By Liana Chandler (Bach EC, M.T & M. Ed. Sp.)

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