Alphabet 8s and Lazy 8

Alphabet 8s adapt the Lazy 8 form to the printing of lower-case letters from a through t (these letters evolved from the Arabic system; letters u through z come from the Roman alphabet). This activity integrates the movements involved in the formation of these letters, enabling the writer to cross the visual midline without confusion. each letter is clearly superimposed on either one side or the other (see illustration). A downstroke either ends the letter or begins another letter. For most students, when the printing of the lower-case letters improves, handwriting also becomes easier.

Activate The Brain For

• crossing the kinaesthetic /tactile midline for bihermishereic writing on the midfield


• increased peripheral awareness


• eye-hand coordination


• symbol recognition and discrimination

I found that this is useful to help young children understand the shape and strokes of the lower case letters. Plus it is fun and improves eye-hand coordination.

You can get the child to write the word eg. cat, dog by tracing on the Alphabet 8s. See sample picture below.

Before doing the alphabet 8s, you might want to get the child to do the lazy 8s. Drawing the Lazy 8 or infinity symbol enables the reader to cross the visual midline without interruption, thus activating both right and left eyes and integrating the right and left visual fields. The 8 is drawn on its side and includes a definite midpoint and separate left and right areas, joined by a continuous line.

He starts on the midline and moves counterclockwise first: up, over and around. Then from his waist he moves clockwise: up, over, around and back to the beginning midpoint. As eyes follow the Lazy 8, the head moves slightly and the neck remains relaxed. Three repetitations with each hand separately, then with both together, are recommended. Two colours of chalk or ink may be used.

You may watch a you tube series on this at:

http://www.youtube.com/watch?v=YyWZzDNGUFk

http://www.youtube.com/watch?v=eq2POOCFWJo

http://www.youtube.com/watch?v=psX8n7KikLY

Multiple Personalities

I was listening to the radio this morning and the psychologist was talking in line on the topic dealing on personality and the masks we put on. It's interesting to note that we often mistook the definations of these terms. Masks are supposedly just facades we put on, pretending to be someone else. But how about when it comes to personality disorder? Ah.....A good book to read is Sybil by Flora Rheta Schreiber. Apparently this lady `Sybil' has 16 personalities! I already found it difficult to understand myself and knowing that a person could have 16 different personalities is really mind boggling.

To know more about it; check this link out :http://www.facebook.com/l.php?u=http%3A%2F%2Fen.wikipedia.org%2Fwiki%2FSybil_(book)&h=33b96e75b7bccecfbad616c0f79b4707

Copy and Draw

I am not an artist. But what I found intriguing is having your child copy what he sees. First start with a simple picture with a step by step procedure eg. how to draw a sun, book. jug.

You would be amazed to see the result. It may not be perfect, but give a big pat on the back to the child by saying `A job well done, that's a nice picture'. I found that the child feels deeply encouraged with our positive words which makes him want to try to draw better.

It improves through time as well, lots of patience and most of all both parties participate and have fun!

Copy and Draw

I am not an artist. But what I found intriguing is having your child copy what he sees. First start with a simple picture with a step by step procedure eg. how to draw a sun, book. jug.



You would be amazed to see the result. It may not be perfect, but give a big pat on the back to the child by saying `A job well done, that's a nice picture'. I found that the child feels deeply encouraged with our positive words which makes him want to try to draw better.



It improves through time as well, lots of patience and most of all both parties participate and have fun!

Auditory Processing

What I found most critical about speech impaired children is the auditory processing retention. They are unable to reproduce what they they heard and have difficulty in processing. As a result, they appear `deaf', inattentive and sometimes labeled as stupid.

How can you help to stimulate this?
I found through my journey the following helped my son:

1. Sequence story telling
2. Reciting a story from picture story books
3. Reading

A child may be able to read but still faced difficulty in comprehension. He is unable to understand a sequence of story and this is commonly reflected also in speech reproduction. It inter-links.

It's vital to stimulate this processing of the brain in order for the child to progress academically. What good it is if he can read but unable to understand the content of the text. It would be almost like having the same difficulty in understanding what is being said/instructed to him. Maybe that's why some of these children develop bad tantrums as they fail to deliver their wants/needs to us appropriately. And very often our instructions to them are in vain.

Life In The Real World

It isn't easy for a LD child to cope in the real world environment. At least I can observe being a third party, I noticed the following with my White Horse.

This year he entered formal schooling in the public school. I am glad I have the opportunity to enlist him with the regular children and mind me, he is solo alone by himself most of the time without a shadow aide.

Initially he stuck out like a sore thumb among his peers. Not so much as being a nuisance but rather he behaved inconsistently with his peers. He was among them, they tried to play with him but he ignored them.

It took a while for him to assimilate (still trying) with his peers. I constantly got reports from his classmates of his bad behaviour in classroom e.g running out of the classroom, rolling behind the room and also moving like a fan which they imitated in a cute manner. Fortunatley theya re still young age around 7, so this is still acceptable among his peers.

By in by they accepted his perculiarity and some even got attracted to him, by hanging around him during recess time and also reporting to me about him. Yes I was involved in a way going to the school during recess and also hanging around before and after school. I believe it helps in giving comfort for the children too to have an adult and what more a friendly one too.

Now he has a group of at least 4-5 children with him during recess. I have proceeded further to bring in some short activities e.g making origamis and later some educational play cards, hopeful to attract some children to him. Assimilation.

Teach your child a trade - e.g playing cards, ball. Make him an expert in it so that when others play with him, he will fair well and not be disheartened because of his disability. This helps in making him part of the community/his peers.

Telling a story

Telling a story in the right order or explaining what happened can cause problems.
students are often unaware of the need to sketch out a rough outline of an essay before actually writing it. This can look like this:
1. Introduction - how we decided to go on a trip.
2. What we took with us.
3. Journey to the mountains.
4. Setting up camp by a lake.
5. Getting lost on the first day.
6. Two million mosquitoes at night!
7. Cooking a meal on the camp fire.
8. Singing songs on our journey home.
9. Conclusion - like to go again, but with a mosquito net!
(ref: http://www.dyslexia-parent.com/mag40.html)

With this plan on a sheet of paper, a child can then write a paragraph about each part of the story, confident in the knowledge that each section of the story will be in the right order.

Writing problems

Some children face difficulty in writing. esp. with dyslexic children. They have difficulty in memorizing the sequence of movements which make up the writing of each letter. This can lead to uneven handwriting, and, if severe, may be described as 'dysgraphia'.
They may also find it hard to remember which way round certain letters go (like b/d, 9/p, p/q. c, z, j, g, and others).
Some of the suggested approaches:
a. to ignore the poor spelling and handwriting, and to grade on the content rather than the handwriting.
b.teach them cursive writing
c.allow to do homework assignments on a word processor at home, and to bring in the print-out.

Teaching children to read and spell

The most valuable aid to reading and spelling is to learn the sounds the letters make. Your child is able to work out each word from the sound made by each individual letter: for example 'b - a - t' runs together to make 'bat'. Most three-letter words can be worked out this way - log, bus, hit, rat, leg, and so on - if you learn the sounds. However, there are exceptions - the, are, was and others which have to be remembered on their own as a whole word.

Knowing the sounds of the 26 letters of the alphabet is the first milestone for a child.

Remember to use the sound and not the name of the letter: -
'apple' begins with 'a'.'burger' begins with 'b'.'cat' begins with 'c'.. . . and so on down to 'z'. ('x' is a difficult sound, like 'ks' at the end of 'box' and 'fox'.)

If your child is reading a book with you, the single sounds they have learned will sometimes help them with the first sound of a word.

Reading books is for pleasure, and you can easily kill this if you stop and make your child say the sounds of each letter. Many parents are unsure about this, and the Golden Rule when reading with your child is to tell them the words they do not know straight away. This will increase the enjoyment of the story for you both, and make your child want to read with you again.

Handwriting Without Tears

I have been looking at several techniques to teach a child to write. Especially for those who have learning disabilities. I found the method used by Handwriting Without Tears (HWT) is good. It's simple and systematic which a child can easily follow. At least I found it easier to explain and guide the child.

Rather than using the conventional way of 3 line writing page, HWT uses only 2 lines. The child only needs to know how to draw a line - both big and small and curves - both big and small. Instructions are kept to the minimal.

Normally I would advice that the child traces before attempting to start to write the letter. There is a sequence of letters which are recommended for the teacher to start with the child. Not the typical methods you find in most workbooks comprising of dotted letters and repeated letters.

Reason being that the child tends to follow the dots, rather than knowing the actual flow/sequence of the letter which starts from top to bottom and right to the left. You never write from bottom up or right to left. Very often I noticed especially with younger children, they tend to start writing at any direction especially from bottom to up and their pencil grip is also wrong. Most times especially in Malaysia, children are expected to write at the age of 3. We have to note that the fine motor skills of young children is constantly developing. Forcing a child to write before he/she can hold a pencil properly is detrimental. I would suggest working on the fine motor skills first e.g playing play dough or making letters using dough......etc...., follow by pre-writing skills first. There is no hurry and pressure to insist that the child must write at 3-4 years old. Make it fun and interesting for the child, rather than a chore for both the teacher and the child. We often end up frustrated and scolding the child and if you think about it, it's really unfair.

For more information please visit the following site - Handwriting Without Tears

Why it works for my child: My son is 6 years old. I have been teaching him writing for at least 2+ years and he still cannot write properly. The biggest frustrations we face teaching him is he always will not write in the space. So he and us we are often frustrated. I used to use the 3 lines writing page and it gets very confusing for him to take instructions of which line to stop and which line to begin. I didn't have the technique and method of explanation for him eg. start on the `happy face' - which sits at the top left hand corner of the letter, big/small lines or curves....


So far I have make it simple and started all over again with him in the process and sequence to reinforce the correct flow. I found it less stressful and I think he also enjoyed the session more than having to be scolded again and again for his inconsistent writing. The double lines helps a lot to reduce the confusion of lines.


I used the singular line exercise book and drew 2 lines with a coloured pencil (you can use blue or other colours than black, since he will write using a pencil). I added on a faded top line so that he can know where to start but that's not necessary once he gets the hang of it.


Here are some pictures which you could find in the HWT website which I copied for easy reference.

Seeking Thereuputic Help

Sometimes we are trapped in a situation where we can't find a solution to our problems. Or should I say, we are unable to find a way and just need a little hand to guide us. It's advisable to seek help. First with your close ones, failing which I would suggest you see a counsellor. We shouldn't keep our troubles to ourselves. Instead we must find an avenue to release and be set free.

Sensory Equipments

These are just a few of the sensory gears which I used on my son during his earlier years of life.
1. The long rubber ball. Get your child to sit and bounce on it. Roll over, whatever you can think of using with it.

2. The ball - about the same. Lay your child on it front/back and roll him around. Great sensation and most children love it. You have a choice of a plain or a spiky ball depending on your child's sensory tolerance.

3. This brush is a crucial tool for working with children or adults with sensory processing issues. Brushes are ideal for clinic or home use. This brush is commonly called the "corn brush" and is the preferred brush for the protocol.

Please do not substitute by buying household brush. It is NOT the same. Let me say it again, it's rough and hard on the skin. Definitely doesn't provide the same sensation and stimulus. Otherwise, I don't need to buy a special brush if it's available at the sundry shop! Please again no TOILET BRUSHES. I have seen special centres using them on the children and I am speechless.

Please visit the following site for more information regarding Sensory Intergration.

Social Language Development Part II

Following to my previous post on social language development - the pictures with the bubble conversation, I have a few more tips to input.
Your child might find it difficult to express himself. Bear in mind he/she might not have the `perspective' or the ability to put himself/herself in the other person's shoes.
Suggestion: Do a role play. Involving 2 characters: Mum and son.
Mum will wear a pair of spectacles and says - You must brush your teeth
Boy - wears a cap and listens.
Reverse the role - you wear the cap and he wear the glasses. This is to assist your child to understand better.

Story Telling

Collect as many things as you can find and place them in a small bucket.
Take them home and talk about the items with your child.
Create your little story book in recollecting the event and the items.

Make Your Own Braclet

This is not an original idea but something I read in a book which I thought is pretty cool to share. Wrap a sticky tape around your child's wrist.
While walking around the park, you can pick up little things eg. leaf, flower, pebbles and stick them on the tape around the wrist. Before long you have your DIY braclet. Pretty cool, isn't it?
You can also wear one yourself.

At The Park

I love the park and I would recommend that you use the national/private parks as often as you can. It's free and all you need is to spare a bit of time to drive there/walk there and be wild.
Don't feel concious that just because you are an adult, you cannot play with your kids. At least for me I don't feel ashamed. Recommend:

1. sing to you kids when you swing them. Nursery rhymes, songs which you think they like. It's soothing to swing on the swing esp for ASD children, they love it. There are a few type of swings which you could use - some are conventional type with a tire. That's great for flexibility to stand on it or a group swing together.

2. Use the slides and tunnels. Go through the tunnels with your kids....of course not to forget size does matter when it comes to this event! Don't get stuck!
3. Play peek a boo hiding in the tunnels.
4. Climb on monkey bars: Nb: Becareful. One can break an arm doing that!
5. Jog/walk around the park. Get your child to observe and listen to the nature's sound like crickets, birds. Don't forget your mosquitoe repellent!
5.Bring along balls, rackets. You can have a bit of social games with them.

You see these are all free and just at your door step. You don't need to pay money to go to special centres to do sensory workout. Unless of course you kids have other problems, than I would advice to seek an Occupational Therapists help.

Drawing With Letters

Do you know that you can make pictures using the letters of the alphabet?

It's quite easy and fun. A wonderful way to be creative and at the same time your child can practice his/her writing and creating pictures!

Copy The Same

You can use the following idea to create your simple drawings to assist your child to copy and colour the same.
Draw a butterfly. One with with coloured dots. Your child is to copy the same on the other wing.

Note: For younger children, they are unable to draw small circles, normally circular shapes, usually large. It doesn't matter. Most important is to make them feel happy of the new creation. You can help to encourage the child by adding on the circles to make the picture look better. Or you could hold his/her hand to guide him/her to draw the circle.

I found that you can incorporate art in your pre-writing skill time with your child. This makes it more interesting at the same time the child is able to explore his creativity in a fun way.

Using Shapes To Make Pictures

I am not an artist, in fact I can't draw well myself. But I have always been interested in `art'. So these are the few simple things I do with kids who enjoys and my main aim is to let them know that the pictures they draw do not need to look perfect. As long as they can understand the concept of using shapes to form pictures.

You may see the shape of a square and a triangle representing a house. This is a great link to teach and inspire you to draw! Learn To Draw Whatever You Want

Try doodling first. Simply encourage your child to doodle away by drawing a spiral. It's fun and eye catching. You can get him/her to start off from the middle and draw a continous circle until it covers the page. Add on by using a few crayons/colour pencil, or use those multi coloured crayons which you could get from the art shop.

Make different shapes and sizes. What I did on my own is to add on a head, four legs and a tail and I have myself a funny looking tortoise. Or you could add on eyes, fins and a tail and you have a funny looking fish! Simple as that and who says you can't draw!

Writing Paper

There are lots of printable writing line paper online which you could download and photocopy for your child to use.

I found it useful to use the 3 line writing paper. To help children to visually see and understand your intructions as to where to write e.g from second line/middle column, you could highlight that section with a yellow highlighter. There are also paper with pop up grid line to help children to write better but it's not available locally and you will need to import it from the website.