dysgraphia

简明释义

英[dɪsˈɡræfɪə]美[dɪsˈɡræfiə]

n. [医] 书写困难；书写障碍

英英释义

单词用法

同义词

反义词

例句

1.Acquired dysgraphia resulting from brain damage can manifest in various ways and have provided unique opportunities to uncover the cognitive and neural mechanisms of normal word writing.

近年来人们采用认知神经心理学方法，通过研究失语症病人的选择性语言功能损伤取得了许多理论成果。

2.Today we discuss a writing disorder, dysgraphia.

今天，我们将讨论书写障碍--书写困难。

3.Many people have poor handwriting, but dysgraphia is more serious.

许多人的书写很丑，但是书写困难更严重。

4.Acquired dysgraphia resulting from brain damage can manifest in various ways and have provided unique opportunities to uncover the cognitive and neural mechanisms of normal word writing.

近年来人们采用认知神经心理学方法，通过研究失语症病人的选择性语言功能损伤取得了许多理论成果。

5.These can all be signs of dysgraphia.

这些都是书写困难的迹象。

6.Many people have poor hand writing, but dysgraphia is more serious.

很多人可能书写难看，但难写症更为严重。

7.It also helps children who have handwriting problems and people with dysgraphia.

它还可以帮助孩子谁拥有手写问题和书写困难的人。

8.Many people have poor hand writing, but Dysgraphia is more serious.

许多人们书写糟糕，但是书写困难症远比这个糟糕。

9.The teacher noticed that several students were struggling to write neatly, which led her to suspect they might have dysgraphia.

老师注意到一些学生在写字时很费劲，这让她怀疑他们可能有书写障碍。

10.Children with dysgraphia often find it difficult to hold a pencil correctly.

有书写障碍的孩子通常发现很难正确握住铅笔。

11.Interventions for dysgraphia can include occupational therapy and specialized writing tools.

针对书写障碍的干预措施可以包括职业治疗和专业书写工具。

12.Parents should be aware of the signs of dysgraphia to seek help early.

家长应该注意书写障碍的迹象，以便尽早寻求帮助。

13.A student with dysgraphia may excel in verbal communication but struggle with written assignments.

一个有书写障碍的学生可能在口头交流方面表现出色，但在书面作业上却很挣扎。

作文

Dysgraphia is a specific learning disability that affects writing abilities. It can manifest as difficulties with handwriting, spelling, and organizing thoughts on paper. Students with dysgraphia (书写障碍) often struggle to express their ideas in written form, which can lead to frustration and a lack of confidence in their academic abilities. This condition is not related to a person's intelligence; rather, it is a neurological issue that impacts the motor skills required for writing. In the classroom, teachers may notice that a child with dysgraphia (书写障碍) has messy handwriting or takes an unusually long time to complete writing assignments. They may also avoid writing tasks altogether, preferring to verbalize their thoughts instead. This avoidance can further hinder their learning process and create a cycle of underachievement. It is essential for educators to recognize the signs of dysgraphia (书写障碍) early on so that appropriate interventions can be implemented. Interventions for students with dysgraphia (书写障碍) can include the use of technology, such as word processors or speech-to-text software, which can help reduce the physical demands of writing. Additionally, providing students with graphic organizers can assist them in structuring their ideas before they begin writing. Occupational therapy may also be beneficial in helping students develop fine motor skills necessary for improved handwriting. Parents play a crucial role in supporting their children with dysgraphia (书写障碍). They can encourage their child to express themselves verbally and provide positive reinforcement for their efforts. It is important for parents to communicate with teachers to ensure that their child receives the necessary accommodations in the classroom. This collaboration can help create a supportive learning environment where the child feels understood and valued. Moreover, raising awareness about dysgraphia (书写障碍) among peers can foster empathy and understanding. When classmates are educated about the challenges faced by those with this condition, they are more likely to offer support rather than judgment. This social acceptance can significantly enhance the self-esteem of students with dysgraphia (书写障碍), allowing them to participate more fully in classroom activities. In conclusion, dysgraphia (书写障碍) is a learning disability that requires attention and understanding from educators, parents, and peers. By implementing effective strategies and fostering a supportive environment, we can help students with dysgraphia (书写障碍) thrive academically and emotionally. It is vital to remember that every child has unique strengths and challenges, and with the right support, those with dysgraphia (书写障碍) can succeed in their educational journey.

书写障碍是一种特定的学习障碍，影响写作能力。它表现为在书写、拼写和组织纸上思想方面的困难。患有dysgraphia（书写障碍）的学生通常在书面表达自己的想法时感到困难，这可能导致挫折感和缺乏自信。这种情况与一个人的智力无关；相反，它是影响书写所需运动技能的神经问题。 在课堂上，教师可能会注意到一个患有dysgraphia（书写障碍）的孩子的字迹潦草，或者完成书写作业所需的时间异常长。他们也可能会完全避免书写任务，而更愿意口头表达自己的想法。这种回避行为可能进一步阻碍他们的学习过程，并造成一种低成就的循环。教育工作者早期识别dysgraphia（书写障碍）的迹象是至关重要的，以便可以实施适当的干预措施。 对患有dysgraphia（书写障碍）的学生的干预措施可以包括使用技术，例如文字处理器或语音转文本软件，这可以帮助减少书写的身体负担。此外，提供图形组织者可以帮助学生在开始写作之前构建他们的想法。职业治疗也可能有助于学生发展改善书写所需的精细运动技能。 父母在支持患有dysgraphia（书写障碍）的孩子方面发挥着至关重要的作用。他们可以鼓励孩子口头表达自己，并对他们的努力给予积极的强化。父母与教师沟通以确保他们的孩子在课堂上获得必要的便利是很重要的。这种合作可以帮助创造一个支持性的学习环境，让孩子感到被理解和重视。 此外，提高同龄人对dysgraphia（书写障碍）的认识可以促进同情和理解。当同班同学了解那些面临这种情况的挑战时，他们更有可能提供支持而不是评判。这种社会接受度可以显著增强患有dysgraphia（书写障碍）学生的自尊，使他们能够更充分地参与课堂活动。 总之，dysgraphia（书写障碍）是一种学习障碍，需要教育工作者、父母和同龄人的关注和理解。通过实施有效的策略并营造支持性环境，我们可以帮助患有dysgraphia（书写障碍）的学生在学术和情感上茁壮成长。必须记住，每个孩子都有独特的优势和挑战，通过正确的支持，患有dysgraphia（书写障碍）的孩子可以在他们的教育旅程中取得成功。