Literature Review: Writing Difficulty for Kindergarten Students

Problem Meaning

Writing is fundamental to achievement in any society. The capacity to write is profoundly

esteemed and significant for social and financial development. Obviously, most youngsters
figure out how to write genuinely well. Truth be told, few understudies learn it all alone with no
proper guidance even before going to school.[ CITATION Nan88 \l 1033 ] Most of them learn it
effectively, rapidly and productively once presented to formal guidance. Because of the
interrelated idea of developing educational skills experimental research in the preschool setting
regularly incorporates multifaceted mediations. These are the interventions that incorporate
guidance in numerous educational areas, making it hard to observe the impacts of explicit areas.
Getting familiarized with writing implements the fact that students get conventions and evolving
skills to depict their attitudes. Also they present their ideas using written representations,
symbols and letters. A theory based on literacy that the writing of kindergarten children includes
experimentation of writing and modifications of the understandings that they see and observe
from their surroundings and what is written in the text. Many researches have been led on
observing different dimensions of writing forms. Children as young as those going to
kindergarten have been analyzed too explore early writing and get ideas.[ CITATION Deb10 \l
1033 ] From different observations it has been found that an emerging writing skill has its own
rate of development for every student. Children who often play more writing games like
scribbles, they tend to get more ideas of the print they see in text books and write familiar words.
Graves (1983) has explained that children have a natural desire of writing. Transcription is
defined as an area which covers the handwriting skills and spellings. The amount of trouble a
kindergarten student gets in this area describes how well he/she can present thoughts. This
concludes that even if a child has powerful thinking that is well organized and segmented, yet it
could be hard to get them across. Kindergarten teachers face a very hard time in translating the
words and sentences for kids to write. Sometimes a kid could not even read what he wrote
himself. If a student is young, especially from kindergarten, it is hard for them and thus takes
longer time to develop their writing skills. Thus it is significant to understand their problems and
find rational solutions to improve their writing skills. Kids might fight with handwriting for a
number of reasons. Some of them are defined below:
Problem Causes

English letters are comprised of balls and bats. In the first place, it takes a great deal of
coordination to frame them and you may see distinctive estimated letters, just as some disarray
between likewise formed letters. For example, lowercase an, e and o. Note that lowercase letters
are commonly harder to compose than capitals since they are littler and they contain increasingly
adjusted edges and bends. This is one motivation behind why individuals who battle with
handwriting now and then want to write in every single capital letter. The more a youngster
rehearses the developments of handwriting, the more they become programmed and the student
develops muscle memory, quality and mastery in the hands.English is composed left to right.
Words are indicated by spaces between them. In any case, there are additionally spaces between
letters. A few words are mixes of two words, similar to compressions. For instance, a word
isolated distinctly by punctuation. Seeing how these various separations work and afterward
having the option to reproduce them on paper can take some time. Arranging word space is
additionally precarious. It's very regular for words to keep running off a page in the composition
of little youngsters who are not polished at evaluating how much space they need per letter and
per word. As far as delivering content that tracks with a straight line, this capacity is to some
degree dependent upon having the option to compose letters that are moderately similar in size.
You additionally need to realize how a letter shape falls over the horizontal axis to get the
vertical alignment right. Guardians and instructors can help by furnishing diagram or fixed paper
with lines that fill in as a guide for height of the letter.

Kindergarten students as beginners of writers need a lot of training to get contented with holding
a pen or pencil utilizing a tripod grasp. This is the favored finger positioning where the thumb,
file and center finger cooperate to hold the writing instrument safely. Kindergarten students may
initially start to build up this aptitude through drawing and later by shading inside the lines in
shading books. Notwithstanding how the pencil is held, there's additionally making sense of the
situation of the arm and elbow and figuring out how to apply the perfect measure of weight. Thus
content isn't too faded to even consider reading. Some young writers stand down on the pencil
which can root hand spasms and broken pencil tips. Getting these youngsters a composing
utensil with a more extensive measurement like a chunky pencil or pen once in a while helps.
One may allow an elastic hold to assist the instrument with becoming denser and keep the hand
from sliding if palms become wet due to sweat. [ CITATION Nat88 \l 1033 ]

Problem Solution

The first significant step is to identify if the child have the writing issue or not. The parents
should keep a check and balance on their child and make notes of what they observe. If she/he
observes a pattern that the student has been following for a long time, it should be informed to
others. The teacher and pediatrician of the child are the major sources of guidance and advice.
The more you know about the child, the easy it gets to find ways to help the child improves in
regards to the hand writing skills. Thus you can make writing easier for the child. Free school
assessment is one way for the parents to understand their child’s strengths and weaknesses.
Battling with any ability can make children feel like they're not good enough. What's more, that
can negatively affect their confidence. Tell your youngster that everybody experiences issues
with something and that all individuals have qualities, as well. Find your youngster's qualities. If
your kid is a kindergarten student, attempt this fun movement to praise them. Have your students
take part in important composition from the very beginning. Children figure out how to talk by
talking, and we realize kindergartners have aced that aptitude. They figure out how to compose
by composing regardless of whether it is a huge series of letters from the outset or in any event,
jotting. Designed explaining alludes to extending words and keeping in touch with them
precisely as they are heard by a starting essayist. On the off chance that students become hung up
on spelling words effectively, imagination and coherence endures. Students will just need to
compose exceptionally basic sentences. Kindergarteners love themselves, their family and their
companions. Give them a chance to expound on the subjects they pick in their diaries. Sentence
starters befuddle kindergarten students. In the event that they expound on something very similar
for some time, it is alright. It is a lot of like perusing a similar book and over once more. They
are building certainty. A few children take more time to create composing abilities than different
children. Monitor the composing challenges you're seeing, and inquire as to whether they're
seeing very similar things at school. Tell your kid that everybody experiences issues with
something, and that all individuals have qualities, as well. Kindergarten composing isn't for the
black out of heart. Appreciate the weird spellings, clever contemplations and the guiltless energy
that will prompt young studies getting to be deep rooted scholars.[ CITATION Ros02 \l 1033 ]
Works Cited
Council, N. R. (1988). Preventing Reading Difficulties in Young Children.

Franzese, R. (2002). Reading and Writing in Kindergarten: A Practical Guide.

Jackson, N. E. (1988). Precocious Reading Ability: What Does It Mean? Volume: 32 issue: 1,
page(s): 200-204 Issue published: January 1, 1988.

Neitzel, D. W. (2010). Interest and Agency in 2- and 3-Year-Olds' Participation in Emergent

Writing. Deborah Wells Rowe and Carin Neitzel Reading Research Quarterly Vol. 45,
No. 2 (April/May/June 2010), pp. 169-195.