Dear Teachers Q & A

Is Child’s Problem a Writing Disability?

Question:  My elementary school child is a good reader, but she struggles with writing. Could she have a learning disability?  How can she be helped?  – HELP

Answer: The learning disability that affects writing is called dysgraphia.  It shows itself in difficulties with spelling, poor handwriting and putting thoughts down on paper. Children with dysgraphia are often good readers. Dysgraphia is genetic and often affects several family members.

There are warning signs that young children may have dysgraphia, such as not wanting to color or draw or, if they do, not holding a crayon correctly.  In elementary school, drawing or tracing shapes can be difficult, and handwriting may be illegible. Plus, children who may have dysgraphia are reluctant to write. And as they get older, they are able to talk about an idea; however, they cannot express the same idea in writing.

You definitely need to talk with your daughter’s teacher about the child’s writing problems to determine whether an evaluation for a learning disability is needed. With help, children with dysgraphia can succeed in school. It is important get it diagnosed and to start a strategy.

Understanding Multiplication Made Easy

Question: A while back I believe you had an article on multiplication for those students who were not learning in traditional ways. You mentioned using three paper plates and five blocks to show 3 x 5 = 15, instead of rotely memorizing 3 x 5 = 15. Can you explain it again? I hope this helps my third grader who just doesn’t get multiplication. – Parent

Answer: Whether students do or don’t get multiplication, the best way to acquaint them with the concept is through the use of pictures, drawings and hands-on material. This gives them an understanding of what multiplication looks like and is not the time to drill children to memorize the facts. Later on, there is time to commit these facts to memory.

Here’s how the paper plate introduction to multiplication works. Have your children lay out three plates and place five blocks on each plate. Ask, “How many blocks did you use altogether?” Then have the children count the blocks. Repeat the activity using different combinations of plates and blocks. 

Next, introduce the symbolism for multiplication "x,” the “times sign.” Use the symbol in a sample multiplication sentence, such as 2 x 3. This time use blocks. The height of the blocks is 2, and the length is 3. The figure contains 6 blocks, so 2 x 3 = 6. Repeat this with other number combinations.

Now your children are ready to make multiplication cards, starting with 1 x 1 through 6 x 6 for younger children and continuing to 9 x 9 for older ones. Do not include the answers (products) on either the front or back of the card as the products should be determined by the learner.

Go back to the plates and blocks and have the children select a multiplication card at random. If it is 3 x 5, for example, they should follow the same steps as they did earlier. They should count all the blocks and then write the fact 3 x 5 = 15. Work through all of the flash cards in this way.

©Compass Syndicate Corporation, 2020