{"id":31017,"date":"2026-01-28T09:04:39","date_gmt":"2026-01-28T09:04:39","guid":{"rendered":"https:\/\/www.erickson.international\/en\/?page_id=31017"},"modified":"2026-01-29T11:26:35","modified_gmt":"2026-01-29T11:26:35","slug":"dysgraphia-and-dysorthography-what-to-do-and-what-to-avoid","status":"publish","type":"page","link":"https:\/\/www.erickson.international\/en\/dysgraphia-and-dysorthography-what-to-do-and-what-to-avoid\/","title":{"rendered":"Dysgraphia and Dysorthography: What to do and what to avoid"},"content":{"rendered":"
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Dysgraphia and Dysorthography: What to do and what to avoid<\/h1>\n

Quick guide for teachers<\/strong><\/p>\n

PRIMARY SCHOOL<\/em><\/p>\n<\/div>\n


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This is a quick guide for teachers of primary school <\/strong>presenting 15 common problem situations and difficulties associated with dysgraphia and dysorthography<\/strong>. The guide offers suggestions<\/strong> on which approach teachers should adopt \u2014 and which must avoid \u2014 when facing with these problematic situations.<\/p>\n

Find out more!<\/a><\/p>\n<\/div>\n<\/div>\n

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BOOK STRUCTURE AND CONTENTS<\/p>\n

Dysgraphia and Dysorthography \u2013 What to Do and What to Avoid<\/em> is divided into 15 chapters<\/strong>:<\/p>\n<\/div>\n

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Dysgraphia<\/strong>
\nWrites slowly
\nHandwriting is messy and illegible
\nPoor use of space on the page
\nIncorrect grip and posture
\nDifficulties with drawing activities
\nGets tired or fatigued quickly
\nDifficulty in taking notes
\nStruggles to learn how to write<\/p>\n<\/div>\n

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Dysorthography<\/strong>
\nMakes phonological errors
\nMakes spelling mistakes
\nMakes phonetic errors
\nDifficulty in revising a text
\nDifficulty in generating ideas
\nDifficulty in planning a text
\nLittle progress is visible and motivation decreases<\/p>\n<\/div>\n<\/div>\n

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Each chapter contains<\/p>\n<\/div>\n<\/div>\n

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At the beginning of each chapter, an illustration<\/strong> introduces the problematic situation<\/strong>.<\/p>\n<\/div>\n

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\u2022 Explanations of the behaviour<\/strong>: Why does he\/she do that?<\/em>
\n\u2022 Brief and simple indications<\/strong> for deciding What to do<\/em> and reflect on What to avoid<\/em>.<\/p>\n<\/div>\n<\/div>\n

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A more in-depth description to reflect <\/strong>on the specific behaviour (What to keep in mind<\/em>)<\/p>\n<\/div>\n

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Some ideas on how to intervene<\/strong> in individual classroom situations and expert\u2019s advice<\/strong>.<\/p>\n<\/div>\n<\/div>\n


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Leaf through some pages of volume which have been translated into English to facilitate your evaluation of the product.<\/strong><\/p>\n<\/div>\n

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