Dysgraphia

Dysgraphia is a brain-based written language disability defined by difficulty in finding letters in memory, retrieving them, and writing them legibly and automatically. Some think handwriting is just a motor skill, but it also depends on orthographic coding, serial finger movements, and integrating orthographic coding with serial finger movements. Orthographic coding is seeing letters alone or in written words in the “mind’s eye.”

Dysgraphia occurs in individuals whose cognitive abilities are in the normal range and even above average. Dysgraphia is a disorder in letter-level writing, which in turn may affect the fluency and quality of written work at the word, sentence, and paragraph levels. It may present as inconsistency in letter formation, inconsistent use of uppercase and lowercase letters, difficulty organizing written work on the page, and inability to put together coherent written sentences and text. Writing is a laborious process for someone with dysgraphia that can cause fatigue and discomfort of the hand. Dysgraphia can occur alone or in conjunction with dyslexia or other learning disabilities. It emerges in early childhood, but educators do not always screen and intervene to prevent it or reduce its severity or diagnose it.

Brain imaging studies show differences in the structural and functional connectivity of the brains of children with developmental dysgraphia compared to those who are typical written language learners. Effective instruction teaches a plan for consistent serial stroke production, coding letters into memory and retrieving them from memory, and transfer to spelling and composing. Individuals often need accommodations such as more time to complete written assignments and using technology tools, but they also need explicit instruction in using technology tools including touch typing.

See also Dyslexia; Learning Disabilities; Literacy; Special Education Identification; Special Education Law