{"id":12262,"date":"2019-09-02T14:29:23","date_gmt":"2019-09-02T14:29:23","guid":{"rendered":"https:\/\/www.potentialplusuk.org\/?p=12262"},"modified":"2023-07-24T12:39:24","modified_gmt":"2023-07-24T11:39:24","slug":"handwriting-and-high-learning-potential","status":"publish","type":"post","link":"https:\/\/potentialplusuk.org\/index.php\/2019\/09\/02\/handwriting-and-high-learning-potential\/","title":{"rendered":"Handwriting and High Learning Potential"},"content":{"rendered":"<div class=\"wpb-content-wrapper\"><p>[vc_row][vc_column][vc_column_text]<\/p>\n<p style=\"text-align: center;\"><span style=\"color: #800080; font-size: 18px;\">From the Archive <\/span><\/p>\n<p>This article, outlining some of the handwriting problems that can affect children with high learning potential, has a particular focus on identifying neuro-developmental writing difficulties. It originally appeared in the Autumn 2013 print edition of <strong>Focus on Potential<\/strong>.<\/p>\n<hr \/>\n<p>Many high learning potential children face learning challenges, as well as advanced learning capabilities. One common characteristic that many of these children share is difficulty putting their thoughts into writing. The thoughts in their heads or the ideas they express verbally tend to be much more complex than the writing they produce on paper.<\/p>\n<p>Some high learning potential children have a formal diagnosis of dysgraphia which, according to the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV), is a \u2018disorder of written expression\u2019 in which writing skills \u2018are substantially below those expected given the person\u2019s\u2026age, measured intelligence, and age-appropriate education.\u2019 The disorder can affect some or all of the following abilities:<\/p>\n<ul>\n<li>Forming letters and words<\/li>\n<li>Using correct spelling, grammar and punctuation<\/li>\n<li>Organising thoughts and ideas into written form.<\/li>\n<\/ul>\n<p>Not all children with writing difficulties are formally diagnosed with dysgraphia. Some may be identified as having other learning disorders that can interfere with their ability to express thoughts in writing. Examples of these disorders include:<\/p>\n<ul>\n<li>Dyslexia<\/li>\n<li>Specific language impairment<\/li>\n<li>Attention deficit disorder<\/li>\n<li>Autism.<\/li>\n<\/ul>\n<p>Yet other children lack a diagnosis but nonetheless are hampered in expressing themselves in writing. Issues such as perfectionism and anxiety, that are common in high learning potential children, can be responsible for holding back their ability and willingness to produce written output.<\/p>\n<h3>Multifaceted Development of Handwriting<\/h3>\n<p>Expressing ideas in writing is a highly complicated process that involves sensory, muscle and cognitive development. Problems in any of these areas can result in writing difficulties. The writing process places a heavy burden on the frontal lobes of the brain, where executive functions and working memory also sit. The ability to plan, organise and carry out tasks are all examples of executive functions. Working memory is what allows us to hold information in mind and manipulate it in the short term. One example of executive functioning being used is the recalling of facts and the organisation of them into a logical sequence. Another is the application of the rules of spelling to words or the rules of grammar to sentences being written. A weakness in executive functioning and working memory is an issue that many children with high learning potential face.<\/p>\n<p>Looking at writing difficulties in a neuro-developmental way, Dr Mel Levine outlines the causes of writing difficulties in his book\u00a0 <em>Developmental Variations and Learning Disorders <\/em>and on the PBS website<a href=\"https:\/\/www.pbs.org\/wgbh\/misunderstoodminds\/intro.html\" target=\"_blank\" rel=\"noopener\"><em> Misunderstood Minds<\/em><\/a>.[\/vc_column_text][\/vc_column][\/vc_row][vc_row bg_type=&#8221;bg_color&#8221; bg_color_value=&#8221;#82368c&#8221;][vc_column][vc_column_text css=&#8221;.vc_custom_1567431895666{padding-top: 30px !important;}&#8221;]<\/p>\n<h2 style=\"text-align: center;\"><span style=\"color: #ffffff;\">Causes of Writing Problems<\/span><\/h2>\n<p>[\/vc_column_text][\/vc_column][\/vc_row][vc_row bg_type=&#8221;bg_color&#8221; css=&#8221;.vc_custom_1567429019966{border-radius: 2px !important;}&#8221; bg_color_value=&#8221;#deb7e3&#8243;][vc_column width=&#8221;1\/3&#8243;][vc_column_text]<strong>Neuro-Developmental Problems Affecting Writing<\/strong>[\/vc_column_text][\/vc_column][vc_column width=&#8221;1\/3&#8243;][vc_column_text]<strong>Commonly Appear As:<\/strong>[\/vc_column_text][\/vc_column][vc_column width=&#8221;1\/3&#8243;][vc_column_text]<strong>May Result In:<\/strong>[\/vc_column_text][\/vc_column][\/vc_row][vc_row bg_type=&#8221;bg_color&#8221; bg_color_value=&#8221;#f8eff9&#8243;][vc_column width=&#8221;1\/3&#8243;][vc_column_text]<strong>Graphomotor<\/strong>[\/vc_column_text][\/vc_column][vc_column width=&#8221;1\/3&#8243;][vc_column_text css=&#8221;.vc_custom_1567429598053{padding-top: 5px !important;}&#8221;]Trouble coordinating the small muscles of the fingers and hand to manipulate writing instrument.[\/vc_column_text][\/vc_column][vc_column width=&#8221;1\/3&#8243;][vc_column_text]<\/p>\n<ul>\n<li>Minimal written output<\/li>\n<li>Writing very slowly and with great effort<\/li>\n<li>An awkward and tiring pencil grip<\/li>\n<li>Lack of fluidity in cursive writing<\/li>\n<li>Difficulty forming letters<\/li>\n<\/ul>\n<p>Inability to match writing speed with the flow of ideas[\/vc_column_text][\/vc_column][\/vc_row][vc_row bg_type=&#8221;bg_color&#8221; bg_color_value=&#8221;#deb7e3&#8243; css=&#8221;.vc_custom_1567430000673{padding-top: 20px !important;padding-bottom: 20px !important;}&#8221;][vc_column width=&#8221;1\/3&#8243;][vc_column_text]<strong>Spatial Ordering<\/strong>[\/vc_column_text][\/vc_column][vc_column width=&#8221;1\/3&#8243;][vc_column_text]Challenges in organising letters, words or sentences on a page.[\/vc_column_text][\/vc_column][vc_column width=&#8221;1\/3&#8243;][vc_column_text]<\/p>\n<ul>\n<li>Poor use of lines on the paper<\/li>\n<li>Organisation issues<\/li>\n<li>Uneven spacing between lines<\/li>\n<\/ul>\n<p>Misspelled words frequently[\/vc_column_text][\/vc_column][\/vc_row][vc_row bg_type=&#8221;bg_color&#8221; bg_color_value=&#8221;#f8eff9&#8243; css=&#8221;.vc_custom_1567430017202{padding-top: 20px !important;padding-bottom: 20px !important;}&#8221;][vc_column width=&#8221;1\/3&#8243;][vc_column_text]<strong>Sequential Ordering<\/strong>[\/vc_column_text][\/vc_column][vc_column width=&#8221;1\/3&#8243;][vc_column_text]Difficulty in determining the correct logical order of letters, ideas, etc.[\/vc_column_text][\/vc_column][vc_column width=&#8221;1\/3&#8243;][vc_column_text]<\/p>\n<ul>\n<li>Poor letter formation<\/li>\n<li>Transposed letters and spelling omissions<\/li>\n<li>Poor narrative sequencing<\/li>\n<\/ul>\n<p>Lack of transitions[\/vc_column_text][\/vc_column][\/vc_row][vc_row bg_type=&#8221;bg_color&#8221; bg_color_value=&#8221;#deb7e3&#8243; css=&#8221;.vc_custom_1567430035601{padding-top: 20px !important;padding-bottom: 20px !important;}&#8221;][vc_column width=&#8221;1\/3&#8243;][vc_column_text]<strong>Attention<\/strong>[\/vc_column_text][\/vc_column][vc_column width=&#8221;1\/3&#8243;][vc_column_text]Finding it hard to plan, initiate or complete writing tasks, and mental fatigue from writing.[\/vc_column_text][\/vc_column][vc_column width=&#8221;1\/3&#8243;][vc_column_text]<\/p>\n<ul>\n<li>Difficulty getting started on written tasks<\/li>\n<li>Easily distracted from writing<\/li>\n<li>Inconsistent legibility<\/li>\n<li>Uneven writing tempo<\/li>\n<li>Many careless errors<\/li>\n<\/ul>\n<p>Poorly planned assignments[\/vc_column_text][\/vc_column][\/vc_row][vc_row bg_type=&#8221;bg_color&#8221; bg_color_value=&#8221;#f8eff9&#8243; css=&#8221;.vc_custom_1567430050610{padding-top: 20px !important;padding-bottom: 20px !important;}&#8221;][vc_column width=&#8221;1\/3&#8243;][vc_column_text]<strong>Language<\/strong>[\/vc_column_text][\/vc_column][vc_column width=&#8221;1\/3&#8243;][vc_column_text]Difficulty constructing sentences and describing or explaining ideas due to:<\/p>\n<ul>\n<li>Difficulty with word sounds and spelling<\/li>\n<li>Limited comprehension of words and their meanings<\/li>\n<li>Limited vocabulary<\/li>\n<\/ul>\n<p>Poor grasp of word order and grammar.[\/vc_column_text][\/vc_column][vc_column width=&#8221;1\/3&#8243;][vc_column_text]<\/p>\n<ul>\n<li>Awkward phrasing and unconventional grammar<\/li>\n<li>Trouble reading back what is written<\/li>\n<\/ul>\n<p>Inappropriate use of colloquial language[\/vc_column_text][\/vc_column][\/vc_row][vc_row bg_type=&#8221;bg_color&#8221; bg_color_value=&#8221;#deb7e3&#8243; css=&#8221;.vc_custom_1567430068712{padding-top: 20px !important;padding-bottom: 20px !important;}&#8221;][vc_column width=&#8221;1\/3&#8243;][vc_column_text]<strong>Memory<\/strong>[\/vc_column_text][\/vc_column][vc_column width=&#8221;1\/3&#8243;][vc_column_text]Difficulty remembering what should come automatically in the writing process such as:<\/p>\n<ul>\n<li>Recalling spelling, grammar, and punctuation rules<\/li>\n<li>Organising ideas<\/li>\n<\/ul>\n<p>Accessing prior knowledge while writing.[\/vc_column_text][\/vc_column][vc_column width=&#8221;1\/3&#8243;][vc_column_text]<\/p>\n<ul>\n<li>Many misspellings<\/li>\n<li>Frequent capitalisation, punctuation and grammar errors<\/li>\n<li>Limited vocabulary<\/li>\n<\/ul>\n<p>Ideas and facts presented out of order[\/vc_column_text][\/vc_column][\/vc_row][vc_row bg_type=&#8221;bg_color&#8221; bg_color_value=&#8221;#f8eff9&#8243; css=&#8221;.vc_custom_1567430217099{padding-top: 20px !important;padding-bottom: 5px !important;}&#8221;][vc_column width=&#8221;1\/3&#8243;][vc_column_text]<strong>Higher-Order Cognition<\/strong>[\/vc_column_text][\/vc_column][vc_column width=&#8221;1\/3&#8243;][vc_column_text]Difficulty bringing original thought, creativity or critical thinking skills to the writing task.[\/vc_column_text][\/vc_column][vc_column width=&#8221;1\/3&#8243;][vc_column_text]<\/p>\n<ul>\n<li>Trouble generating ideas or elaborating on them<\/li>\n<li>Difficulty organising ideas<\/li>\n<li>Lack of opinion or sense of audience<\/li>\n<\/ul>\n<p>Difficulty with writing tasks that require creativity and\/or critical thinking[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column][vc_column_text css=&#8221;.vc_custom_1646153390257{padding-top: 10px !important;}&#8221;]<\/p>\n<h3>Inconsistent Output<\/h3>\n<p>The demanding nature of writing means that high learning potential children, in particular dual and multiple exceptional (DME) children, often produce inconsistent output. Being able to form letters neatly may be possible but it may take more time and energy than others without developmental differences. Children may be able to produce a well constructed paragraph one day and struggle to get a simple sentence down the next.<\/p>\n<p>Teachers and other observers could be forgiven for jumping to the wrong conclusion about a child with written output that is this inconsistent. According to clinical psychologists working in the field John and Pamela McCaskill, a more likely explanation is that written expression requires more conscious, deliberate effort and physical energy than for their peers. They may have difficulty switching mindsets smoothly and using the skills they possess consistently and reliably, therefore becoming tired and frustrated more quickly than peers. The differences in an individual\u2019s performance gives rise to the suspicion that they are fully capable of completing the work but don\u2019t want to put in the effort to do so. It is more likely that during moments of high level performance they are demonstrating the motivation to comply and succeed as well as strongly focused effort to achieve this. Given that the performance takes such energy to produce, such levels of effort cannot be sustained consistently whilst also contending with the demands of every day life.<\/p>\n<h3>Emotional Cost<\/h3>\n<p>Emotional stress is often experienced by children with writing challenges. Frustration is felt for the following reasons:<\/p>\n<ul>\n<li>their inability to do what the rest of the class seem to be able to do<\/li>\n<li>being unfairly criticised for being inattentive or not putting in effort<\/li>\n<li>comments about work being untidy or sloppy<\/li>\n<li>falling behind with school work leading to poor grades<\/li>\n<li>being kept behind to complete work and missing playtimes.<\/li>\n<\/ul>\n<p>In addition, parents are anxious and frustrated about their child\u2019s inability to write well when their verbal skills are so good. They may also become angry at their child for putting off doing homework that involves writing. Attempts to motivate the child don\u2019t seem to make any impact and measures to help the child form letters do not help either. Trying to complete written homework can have a negative effect on family life.<\/p>\n<h3>Writing Challenges and High Learning Potential<\/h3>\n<p>Perfectionism is experienced by many high learning potential children, especially those who are not used to being challenged in their thinking and learning. These children have extremely high standards for their output and any discrepancy between their written output and their thinking ability causes them to be unwilling to complete written work.<\/p>\n<p>Children who experience writing challenges and have high learning potential are often acutely aware of their difficulties in relation to their verbal ability and the progress of their peer group. The complexity of their thought and the depth of their knowledge put a burden on their working memory and executive functioning already, without the added stress of trying to sequence ideas and organise thoughts. The process often causes considerable anxiety, which in turn adds to the issues surrounding writing for the individual.<\/p>\n<hr \/>\n<p><em>This article finishes in the print edition with the intention of further articles to help support the high learning potential child with their writing challenges.\u00a0<\/em><\/p>\n<p><em> For a full explanation of how to help young people develop coping strategies visit the website <strong>Misunderstood Minds<\/strong> which suggests strategies that can be incorporated into daily routines to enable children to adapt and adjust to handwriting difficulties: <a href=\"https:\/\/www.pbs.org\/wgbh\/misunderstoodminds\/writingstrats.html\" target=\"_blank\" rel=\"noopener\">https:\/\/www.pbs.org\/wgbh\/misunderstoodminds\/writingstrats.html<\/a><\/em>\u00a0and for practical strategies to develop handwriting through practice visit our 2019 article: <a href=\"https:\/\/potentialplusuk.org\/index.php\/2019\/09\/17\/supporting-high-learning-potential-children-with-handwriting-difficulties\/\" target=\"_blank\" rel=\"noopener\">Supporting High Learning Potential Children with Handwriting Difficulties <\/a> by Potential Plus UK Senior Education Consultant, Rebecca Howell.[\/vc_column_text][\/vc_column][\/vc_row]<\/p>\n<\/div>","protected":false},"excerpt":{"rendered":"<p>[vc_row][vc_column][vc_column_text] From the Archive This article, outlining some of the handwriting problems that can affect children with high learning potential, has a particular focus on identifying   [&#8230;]<\/p>\n","protected":false},"author":1001684,"featured_media":16756,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"give_campaign_id":0,"footnotes":""},"categories":[196,212],"tags":[423,42],"class_list":["post-12262","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-focus","category-from-the-archive","tag-handwriting","tag-high-learning-potential"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v26.6 - 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