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People with dysgraphia may struggle to become independent because they struggle to write and form sentences. This is a very important skill for people entering the workforce. They may need to write emails and do paperwork for their jobs. The best way to help is by having them practice writing. It may be boring, but it will help them improve their writing skills. and as mentioned before they could use speech to text technology to help them make proper sentences and help them to spell words.

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A home strategy that could be useful is to practice writing everyday words. Just writing the alphabet sometimes can help the learn how to hold a pencil and how to write in the lines. We don't want to put too much pressure on them, so do it sparingly, so that they get confident with their writing. To help with this that parent can have the write about their favorite things like dogs or sweets and giving them a reward for completing the words will help them feel motivated.

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People with dysgraphia may lack social skills because they struggle to write and understand the written word. They may not be able to have as much fun with their peers because they can confuse words and struggle to understand anything that is written. To help with this we need to help them communicate with their peers. We could provide them with assistive technology like a word speller and speech to text to help them write to their friends. We could also put them in speech therapy if they really need help with their social skills.

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A tablet can do a lot of things to help them. There is word predicters in a lot of applications and if they are struggling to spell a word, they could use this to help them. Most tablets and computers also have speech to text technology which can help them immensely with forming coherent sentences.

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Amazon Fire 7 tablet, 7" display, read and watch, under $60 with 10-hour battery life, (2022 release), 32 GB, Rose

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Discover the 2022 Amazon Fire 7 tablet with 7" display, 32 GB and 10 hours battery life for maximum portable fun. Available in rose and other colors. Shop now.

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Speech to text software can make it a lot easier for children with dysgraphia to type. They wouldn't have to struggle to spell because the speech to text device would do it for them.

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Product Description

Dragon NaturallySpeaking Home speech recognition software lets you interact with your PC just by talking! It understands what you say and how you say it. Speak words and they appear on the screen three times faster than typing. Tell your PC what to do and it does it. Use your favorite applications to create documents and email, surf the Web, update Facebook, and more. Dragon Home is so fast, easy and fun; you'll wonder how you managed without it!

Dragon NaturallySpeaking 11 Home provides a whole new way to interact with a PC--using speech instead of a keyboard and mouse. Just say words and they appear on the computer screen--three times faster than typing--with no typos! Tell your PC what to do and it obeys your commands. Dragon understands what users say and how they say it.

Create and manage unique user profiles. View larger.

Use your voice to:

Dragon 11 Home provides everything you need to get started, including a high-quality headset. There's no faster, easier, or more enjoyable way to get things done on a PC for home, school, or leisure activities. Once you discover the Dragon difference, you'll wonder how you ever managed without it!

User arrow keys, cursor, or voice to make a selection. View larger.

Stop Typing, Start Talking

Just say words and watch them appear on the computer screen--three times faster than typing--with up to 99-percent accuracy right out of the box. Dragon can learn the words you say every day, including acronyms and proper names. It even gets to know you better over time for increased recognition accuracy.

Speak and the PC Obeys

Dragon eliminates the need to navigate menu options or type in keywords so users get more done faster. Just tell Dragon what to do, and it does it. Control applications or edit and format text using simple voice commands like "Open Microsoft Word," "Show my photos," "Bold that," or "Center the row."

Multi-task Like Never Before

Dragon Voice Shortcuts make it faster and easier than ever to create email or search the Web or desktop for specific information or resources.

Send an email to multiple friends by saying, "Send email to Jon Smith and Raphael Sanchez." Dragon automatically opens Microsoft Outlook, creates a new email, and enters the correct email addresses for you.

Say commands like "Search the Web for low-fat lasagna recipe" or "Search maps for Union College in Schenectady, New York," and Dragon returns the results.

Convenient playback/text-to-speech function. View larger.

Transform Ideas into Text at the Speed of Thought

With Dragon, typing, spelling, or fear of the blank page won't slow you down. Dragon keeps up with your brain, instantly transforming ideas into text--with no spelling mistakes! Just say what you mean instead of struggling with the keyboard or worrying about spelling. Now you can focus more on the content of your writing and less on the mechanics of typing.

Simple installation gets users up and running in minutes.

New! The Dragon Sidebar puts important voice commands and tips in one desktop location for at-a-glance convenience.

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Works with nearly any Windows-based application.

Comfortable hands-free interaction lets you control your PC without being constrained by the keyboard.

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From improved accuracy and faster performance, to an intuitive user interface with a rich Help system, powerful new voice commands, and an enhanced correction and adaptation process, Dragon NaturallySpeaking 11 has been redesigned to be Faster, Better, and Simply Smarter.

The Dragon user interface now offers better usability, and includes a new Sidebar showing tips as well as many commands. It's now easier to discover, remember, and access important Dragon features and options. New Recognition Analytics continuously monitor audio quality and alert users when there is an audio issue, to help them achieve their best accuracy. More than ever, Dragon 11 enables users to focus on their thoughts and ideas rather than the mouse, keyboard or computer screen.

Dragon 11 is more accurate out of the box than version 10, and uses state-of-the-art technology. Thanks to improvements at various levels, corrections are faster to make, and quickly become less necessary. Version 11 "learns" better than any previous version, including from existing documents and dictations as well as from corrections made via the keyboard. Dragon 11 responds faster to voice commands and also introduces new time-saving commands that consolidate multiple mouse clicks and keystrokes. It's faster and easier to open applications, get to a particular window, move within a window, send e-mail, create appointments, search the Web, and more--all by voice. So now users can get even more done faster on their computers.

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Dragon NaturallySpeaking Home 11 [Old Version]

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Dragon NaturallySpeaking Home speech recognition software lets you interact with your PC just by talking! It understands what you say and how you say it. Speak words and they appear on the screen three times faster than typing. Tell your PC what to do and it does it. Use your favorite application...

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A word spelling corrector can help a student with dysgraphia spell words correctly. It will help them when the struggle to spell and it will make it easier for them to copy down words onto paper.

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Franklin Websters Webster's Spelling Corrector NCS-100 Features Phonetic Spell Correction (type the word like it sounds).
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Franklin Websters Webster's Spelling Corrector NCS-100 Features Phonetic Spell Correction (type the word like it sounds).

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Word count (as provided by Merriam-Webster): Over 80,000 words. Features Phonetic Spell Correction (type the word like it sounds). Confusable function to alert you when one word might be confused with another (their vs. there vs. they're) by providing spellings. Crossword Puzzle Solver and Matchm...

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There are different types of home exercises that can be practiced to help a kid's dysgraphia. One way is to practice pinching. Some kids struggle to hold a pencil properly especially if they have writing difficulties. By using pinching tools like tweezers, chops sticks, or tongs, the child can strengthen their fingers and improve their pencil grip

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Students with dysgraphia will struggle with holding the writing utensil which can result in more difficulty forming and spacing their letters. They may struggle to take notes in class or complete in-class assignments or homework. They can feel cramping from their struggle to write which can lead to poor performance or avoidance of writing overall. Oftentimes, it's suggested that people with dysgraphia should try to use touch type to reduce their need to form letters and words. They won't have eraser marks, misspelled words, etc. Touch type can be coded into muscle memory. The more one does it, their skills in literacy will increase.

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At home, children can practice larger motor movements and writing big before trying to control and manipulate a pencil to write sentences. They can experiment with different senses while exploring this process by writing letters or words with shaving cream, finger painting, or even writing in the sand.

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Ways families can support students with dysgraphia:
- practice developing hand strength with different activities (playing with clay, pinching objects to strengthen fingers, etc.)
- always encourage the child to speak out loud first before immediately trying to put their thoughts on paper
- practice tracing letters

Challenges/barriers families encounter:
- feeling as if the disability of their child is their fault
- "mourning"/"grief" - parents may grieve the life that they thought they were going to have
- fear and isolation over what the disability means for their child and further steps to take

Strategies that can be implemented at home/in the community:
- children can work through occupational therapy to increase their motor function (hand strength, posture, arm strength, etc...)
- accessibility and different access to places and things in the community

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Families and schools need to make sure they use their voices to influence others' actions and decisions in helping those with dysgraphia. Parents need to get involved and informed about the child's disability and communicate with the school in order to get the accommodations necessary. After school age, people with dysgraphia can use technology to type instead of writing information. Also, they can ask for accommodations such as outlines for lectures and go through their college/university disability program and get the required information filled out to allow for accommodations.

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Word prediction technology can help finish the word for them. If they struggle to type quickly the prediction software can help them spell the words they are trying to type correctly and make it faster for them to type.

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What is w

Word prediction software is a very important tool in regards to typing and communication. It is seen with both computer access assistive technology as well as with communication devices.

It is a software that predicts the words as the user is typing. The goal is to decrease the amount of keystrokes of the user. Depending on the user, this can can have a variety of benefits including increasing the typing speed of the user or decreasing spelling errors.

When using How is this different from
w ord prediction software, a word list is displayed on the screen. The user will press the corresponding button in order to choose the appropriate word. In some programs, the correct word can be chosen with the mouse as well. This can be used with email, text based documents, social networking, or any program where text is inputted.

word completion software

Word completion software works in the same way as prediction but it makes predicts the word as you type it. When the user sees the word they are intending to type, they press the corresponding button.

With both w ord prediction or word completion software, there are varying modifiable features that different programs have. This can include but are not limited to:

There tends to be differing thoughts as to if

Number of words on the list

This can slow the user down as they will require extra time to scan the list

Words can be programmed or added to the program dictionary

Such as the user name

Some programs will "learn" new words automatically

Font size of the words on the list

Spaces to be added after choosing the word off the list or at the end of a sentence

If this is an option, the words will be spoken as they are chosen off the list

This can also include text speech of letter by letter or at the end of the sentence

The voice (male or female)

Rate of speed of the speech

Some programs will not only predict words but phrases as well. For example, if the user types the word "how", "how are you" can be part of the prediction as well as single words.

Why is w ord prediction or word completion software beneficial

w ord prediction or word completion ord prediction software will onlyincrease rate of speed if the user types less than 15 words per minute. Although this is a good standard to keep in the back of your mind when trying this software, there are many other benefits to its use, outside of possible increase in speed. software really increases rate of speed with typing. In of the some literature, it is explained that w

Outside of rate of speed, this type of software can assist many types of individuals.

Individuals that fatigue quickly with typing can decrease the amount of keystrokes required for typing skills. This can facilitate energy conservation and increase the amount of time tolerated for typing.

If the user experiences pain with extended typing, this software would decrease the amount of "button pressing" required.

Words predicted would be spelled correctly, decreasing errors and time spent correcting errors.

If the user has difficulty with word finding or even mild aphasia, if they can type the first letter with word completion and prediction, the desired word would be on the list. This could be difficult if the word is not initially prediction, requiring the user to type additional letters. This would work best couple with text to speech features.

Can also assist folks with learning disabilities, adult and children

OnScreen Keyboard users:

Increases the efficiency of OnScreen Keyboard (OSK) users, especially for individuals using alternative access such as a head mouse. The use of this software would increase efficiency and rate of speech when typing. Many OSKs come with word prediction and completion software. This includes the standard OSK in the accessibility options in Windows 7.

Word prediction or word completion software is a very important tool for individuals with disabilities or difficulty with access. If you think that this software would be helpful for yourself or someone you know, remember that it is very important to trial different programs to see which features are right for you.

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What is w ord predictio n ? Word prediction software is a very important tool in regards to typing and communication. It is seen with b...

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Challenges Students with dysgraphia may face challenges such as:
- motor control (holding and using a writing utensil)
- ability to form letters and words
- use of the wrong words while communication
- difficulty keeping up while writing (writing at a slower pace)

Emotional Regulation:
- students may struggle with stress and heightened anxiety/have problems with self-esteem
- instruction should be differentiated for all students frequently so students with disabilities don't feel singled out
- provide students with positive feedback for their success and help positively support them when they are struggling

Communication:
- students can verbally communicate well, but may sometimes use the wrong words while communicating
- students should have access to a recording of instruction/be allowed to take an audio recording of instruction if they are struggling to recall information
- students should be provided with accommodations for testing such as a pencil grip or the use of a scribe/speech-to-text

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Examples of Different Accommodations -Madison Schmitt

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Examples of Different Accommodations -Madison Schmitt

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Some accommodations that can be given to students with dysgraphia are allowing the students more time to copy notes or providing the students with an outline of partially completed notes. The students then can fill in the blanks of the note without having to stress about writing sentences of notes uncomfortably.
Additionally, students could be given assistive technology like pencil grips, wide-ruled, word processors, or note-taking applications. These technologies could help the students feel more comfortable in the classroom and allow them to pay attention to the lesson more without feeling pressure to write everything or spell everything correctly.
Lastly, another accommodation is not counting spelling on rough draft assignments for students. Since they struggle with writing, spelling, or both, the student may become worried about spelling things correctly on assignments, especially ones done in one sitting in the classroom. After the assignment, the teacher can go over with the students the spelling mistakes and make a page of the words they spelled wrong so they can practice or go back and fix their mistakes.

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Just Basics Spiral Notebook 8 x 10 12 1 Subject Wide Ruled 70 Sheets Yellow - Office Depot
Wide ruled notebooks are an affordable accommodation that can help them write in lines easier. Adding more space can help them write in an organized manor.

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Low Tech Assistive Technology 1 - Trinna Decker

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Low Tech Assistive Technology 1 - Trinna Decker

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Pencil grips can help improve fine motor skills by making it easier to hold a pencil. They can make it more comfortable for the student and it will give them more control over their writing utensils.
Trinna Decker

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The Pencil Grip 3-Step Training Kit with 3 Premium Ergonomic Pencil Grips, Crossover Grip, Pinch Grip, Pencil Grip (MXG-003)

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Begin with The Crossover Grip for training; wings prevent fingers from crossing over. Transition to The Pinch Grip which balances structure with freedom. Finally, graduate with The Pencil Grip which provides comfort and control and is great for extended use. Package contains one set of 3 Step Gri...

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Types of Assessments, Accommodations, and Strategies - Nevaeh Parente 

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Types of Assessments, Accommodations, and Strategies - Nevaeh Parente 

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Types of Assessments:

-   Verbal assessments – read the directions aloud to students

-   Provide assessments in different forms – possibly allow students to work with a peer
-   Adapt tests so there are minimal handwriting components

Accommodations for testing:

-   Allowing more time to complete testing,

-   Use a scribe or technology so the child can hear the questions being asked allowed

-   Allow the use of pencil grips

Strategies for completing assignments:

-   Completing assignments with a peer

-   Completing assignments in a quiet area

-   Spellchecker/proofreader available

-  Not grading on handwriting or spelling

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This resource describes how dysgraphia can be caused by autism, Asperger’s Syndrome, Tourette's, and ADHD. It also describes the different types of dysgraphia, treatments, symptoms, and different therapy options to help.
Trinna Decker

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Dysgraphia is a difficulty writing coherently, if at all, regardless of ability to read. People with dysgraphia often can write, and may have a higher than average IQ, but lack co-ordination, and may find other fine motor tasks such as tying shoes difficult, although it often does not affect all fine motor skills. They can also lack basic spelling skills (having difficulties with p,q,b,d), and often will write the wrong word when trying to formulate thoughts (on paper).

In children, the disorder generally emerges when they are first introduced to writing. They make inappropriately sized and spaced letters, or write wrong or misspelled words despite thorough instruction. Children with the disorder may have other learning disabilities; however, they usually have no social or other academic problems. Cases of dysgraphia in adults generally occur after some neurological trauma or it might be diagnosed in a person with autism, Asperger's Syndrome, Tourette syndrome or ADHD.

The DSM IV identifies dysgraphia as a "Disorder of Written Expression" as "writing skills (that) ...are substantially below those expected given the person's ...age, measured intelligence, and age-appropriate education".

Types of dysgraphia

Dyslexic dysgraphia

With dyslexic dysgraphia, spontaneously written work is illegible, copied work is fairly good, and spelling is bad. Finger tapping speed (a method for identifying fine motor problems) is normal, indicating the deficit does not likely stem from cerebellar damage. A Dyslexic Dysgraphic does not necessarily have dyslexia (dyslexia and dysgraphia appear to be unrelated).

Motor dysgraphia

Dysgraphia is due to deficient fine motor skills, poor dexterity, poor muscle tone, and/or unspecified motor clumsiness. Generally, written work is poor to illegible, even if copied by sight from another document. Letter formation may be acceptable in very short samples of writing, but this requires extreme effort and an unreasonable amount of time to accomplish, and cannot be sustained for a significant length of time. Spelling skills are not impaired. Finger tapping speed results are below normal.

Spatial dysgraphia

Dysgraphia due to a defect in the understanding of space has illegible spontaneously written work, illegible copied work, normal spelling, but normal tapping speed.
Some children may have a combination of any two or all three of these. Symptoms in actuality may vary in presentation from what is listed here.

Symptoms of dysgraphia

A mixture of upper/lower case letters, irregular letter sizes and shapes, unfinished letters, struggle to use writing as a communications tool, odd writing grip, many spelling mistakes (sometimes), pain when writing, decreased or increased speed of writing and copying, talks to self while writing, and general illegibility. Reluctance or refusal to complete writing tasks.

Many people who are dysgraphic will experience pain while writing. The pain usually starts in the center of the forearm and then spreads along the nervous system to the entire body. This pain can get worse or even appear when a dysgraphic is stressed. Few people who do not have dysgraphia know about this, because many with dysgraphia will not mention it to anyone. This may be because they think pain in normal when writing, or that people won't believe them.

Treatment of dysgraphia

Treatment for dysgraphia varies and may include treatment for motor disorders to help control writing movements. Other treatments may address impaired memory or other neurological problems. Some physicians recommend that individuals with dysgraphia use computers to avoid the problems of handwriting.

Occupational therapy should be considered to correct an inefficient pencil grasp, strengthen muscle tone, improve dexterity, and evaluate eye-hand coordination. Dysgraphic children should also be evaluated for ambidexterity, which can delay fine motor skills in early childhood.

Vision therapy

People who struggle with symptoms of dysgraphia usually benefit from vision therapy. Seventy percent of what a child learns in school is processed through the visual system. Even a minor visual processing problem will interfere with a child or adult performing to their potential and could cause symptoms of dysgraphia.

Symptoms of vision problems include:
* Avoidance of near work
* Frequent loss of place
* Omission, insertion, or rereading of letters and words
* Confusion with similar looking words
* Failure to recognize the same word in the next sentence.

Any struggling student should have a complete evaluation by a behavioral optometrist. Testing should be done at distance and nearpoint to assure that both eyes are working together as a team. Vision is more than clarity, and is a complex combination of learned skills, including tracking, fixation, focus change, binocular fusion and visualization. When all of these are well developed, children and adults can sustain attention, read and write without careless errors, give meaning to what they hear and see, and rely less on movement to stay alert.

Click here for the full range of Asperger's and autism fact sheets at www.autism-help.org
This autism fact sheet is licensed under the GNU Free Documentation. It is derivative of an autism and Asperger's syndrome-related articles at http://en.wikipedia.org

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Fact sheet: Dysgraphia, a co-morbid disorder associated with Autism Spectrum Disorders

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Information on Dysgraphia (problems with writing), a co-morbid disorder associated with Asperger's syndrome and Autism

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Academic/functional struggles:
- fine motor coordination skills (holding a writing utensil)
- letter/word spacing
- grammar and composition of sentences
- writing letters/words - shapes of letters
- writing at a normal speed

Behavioral struggles:
- lack of motivation
- self-esteem
- may also have ADHD or autism (higher probability of also having ADHD)

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https://www.usnews.com/education/k12/articles/what-is-dysgraphia

There are some behaviors we can see of students with dysgraphia like avoiding writing, hand cramps/pain, watching their hand when writing, and affecting fine motor skills. Additionally, the student may struggle to organize a narrative in school for a project like writing a story. They may be too focused on writing or not be able to write down their thoughts.

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There is an impairment in writing letters by hand, so they usually have impaired writing like large letters or impaired spelling (with no issues reading). Sometimes they have both impairments. There are motor issues with holding pencils and writing letters correctly. Writing can be tiring for them or painful for their hands. Also, there are struggles with spelling, punctuation, sentence structure, grammar, and difficulty putting their ideas onto paper. People with dysgraphia experience both motor and cognitive struggles of the disorder or they can just experience one side of the disorder.
Madison Schmitt

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Learning how to write is a complex and challenging process for all young students, and everybody learns and develops at their own pace. But if a child is facing consistent problems with writing, from holding pencils to expressing their thoughts, it's possible that they might have a learning disorder called dysgraphia.

Dysgraphia is a learning disability that makes it difficult for children to write. There are two sides to dysgraphia - motor weaknesses that affect the physical process of writing, and cognitive challenges with written expression.

Dysgraphia, like all learning disorders, is not something that is outgrown or cured, and is not a reflection of a child's intellectual abilities or creativity. With the right treatment and support, dysgraphia can be effectively managed so that kids can learn to write and keep up with their peers.

There are two categories of symptoms related to dysgraphia - motor weaknesses and cognitive challenges. Children may experience challenges with just one area or both of them.

Children may show signs of these motor issues:

Consistent difficulty with forming letters, making them the same size, and spacing them correctly. Letters may be clustered together without spaces or not in a straight line.

Trouble holding a pencil, such as holding it awkwardly or needing to grip it extra tight.

Writing fatigue - Writing can be tiring and cause hand cramps or pain.

On the cognitive side, children with dysgraphia may struggle with:

Difficulties with writing mechanics, like spelling, grammar, punctuation, and sentence structure.

Trouble organizing their writing - they might have great ideas, but have a hard time getting them down onto paper in a coherent, structured way.

When it comes to noticing signs of dysgraphia, it's important to look for consistency and patterns. "The more consistent something is, the more signs you have, the more concerned you're going to be," says Daryaneh Badaly, PhD, a clinical neuropsychologist at the Child Mind Institute. For example, if a child's handwriting is occasionally messy, it likely isn't a problem, but if they're struggling to form letters most of the time, there may be an issue to address.

It's important to understand that in the DSM-5 (the diagnostic manual that clinicians use), dysgraphia itself isn't considered an official diagnosis anymore. That's because it's really comprised of two separate disorders - development coordination disorder (the motor issues, like difficulty forming letters) and " specific learning disorder, with impairment in written expression" (the cognitive aspects).

Approaching the two sides of dysgraphia separately in diagnosis is helpful because it allows clinicians to more accurately assess and address each child's specific needs. Some children may have both disorders associated with dysgraphia, while others will only have one.

If you're concerned about your child's handwriting, you can seek an evaluation with an occupational therapist.

"For kids who are in the public school system, this can be requested as a school evaluation," explains Dr. Badaly. "Parents could also do it as an outpatient evaluation. The reason why I recommend occupational therapists is that they know motor skills really well, and so they'll be better able to assess them. And then if treatment is needed, they're the ones who are going to do the treatment."

If your child is struggling more with expressing themselves in writing, it's best to seek an evaluation by a licensed neuropsychologist. There are many cognitive skills that go into the process of learning how to write, Dr. Badaly notes. "To spell, you need to have a good understanding of the sounds in words and how to manipulate them," she says. "You also have to keep in mind the orthographic representation of the words, so you have to have a good working memory."

Neuropsychologists can assess your child's cognitive skills - like executive functions, working memory, phonological awareness, and more - to identify exactly what kinds of support will be most helpful for them.

There are many ways dysgraphia can be managed, both through specialized therapies and through accommodations that can help your child in the classroom.

Occupational therapists can use interventions to help kids develop their fine motor skills and dexterity, like physical exercises to strengthen hand muscles, or even practicing writing letters in the air or in sand. Multisensory instruction, which is used to help children with dyslexia, can also be effective.

To help with written expression, there are special instructional approaches that psychologists and teachers or educational specialists can utilize. A couple examples are the Hochman Method, also called The Writing Revolution, and self-regulated strategy development (SRSD). Both of these approaches teach writing in a very structured way, which can be useful for children with dysgraphia.

There are several accommodations you can ask for at your child's school. The therapist or psychologist you work with can help recommend specific adaptive tools or technology, but some examples that often benefit kids with dysgraphia include:

Using a pencil grip to help them hold the pencil correctly and comfortably.

Using a keyboard in class for note-taking and written assignments.

Getting notes from the teacher.

Using a recorder or dictation (speech-to-text) tool.

Writing on graph paper or in graphic organizers (which are often available online for free) to help them organize their letters and thoughts on paper.

Getting extra time for writing assignments, note-taking, and written tests.

If you're noticing consistent issues with your child's handwriting or ability to express ideas through writing, you can start by talking to their teacher. You can likely request an evaluation and then services through the school, or go to an outside provider if you prefer. The earlier a child receives support and intervention, the faster they'll be able to get on track and keep up with their peers.

At home, you can help your child practice spelling and writing letters. If they have writing assignments for homework, you can help them get started in an organized way (like prompting "What are the pieces we need for this story?") and remind them to check their work.

Kids with dysgraphia may struggle in the classroom. It might take them a long time to complete tasks, like written tests and homework. They may fall behind if they can't keep up with taking notes during lessons. And their grades may be impacted negatively.

All of this can cause emotional distress for children. It can be frustrating to struggle translating your ideas and knowledge onto paper like your peers. Kids may experience anxiety and a loss of self-esteem and confidence. If their disorder is not understood or acknowledged, others might think that kids with dysgraphia are lazy or messy - and they might start to wonder if that's true.

If you're noticing that your child is having feelings of frustration, anxiety, or low self-esteem, there are many ways to help them, including:

Talking through what a learning disability is, and how it has nothing to do with intelligence.

Praising them for hard work. As with all learning disorders, managing dysgraphia is not about reaching perfection; it's about improving. "We always emphasize the idea of grit or perseverance," says Dr. Badaly. "It's really not about always having things right or being perfect or succeeding. It's about making sure that you're learning from your errors and growing over time."

Checking in with teachers and making sure they're understanding and supportive, maybe even defining a subtle signal that the child can use when they need extra help.

With the right support, kids with dysgraphia can excel in school, gain self-esteem, and express their ideas with confidence.

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Understanding Dysgraphia - Child Mind Institute

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Dysgraphia is a learning disorder that impairs one's ability to write. But with support, kids with dysgraphia can learn to write and do very well in school.

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https://www.ninds.nih.gov/health-information/disorders/dysgraphia#:~:text=Dysgraphia%20is%20a%20neurological%20disorder,are%20first%20introduced%20to%20writing.

It's common for those with dysgraphia to also have another learning disorder. They could have ADHD, ADD, or dyslexia and dyscalculia while also having dysgraphia. Half of children that have ADHD in the United States will have learning disorder like dysgraphia too. It's common that a child with dysgraphia to have additional learning disorders.
Madison Schmitt

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Dysgraphia is a brain-based learning disability that affects writing. As with all learning disorders, dysgraphia is common among individuals with ADHD. Learn more about dysgraphia signs & symptoms, diagnosis, and treatment here.

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This resource is very detailed, and it uses pictures to help its readers understand the disorder. It discusses the different causes and treatments/accommodations for dysgraphia. They also discuss the specific types of dysgraphia like motor (lack of motor skills), spacing (doesn't understand how to put space in between words), and lexical (understands words that are spelled as they sound, but struggles with irregular words).
Trinna Decker

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Dysgraphia is a neurological disorder that hinders a person's ability to write. This encompasses the general mechanics of written transcription, i.e. handwriting, typing, and spelling.

According to estimates, 5-20% of young students have some type of writing deficit, but the precise prevalence of dysgraphia is a mystery. Most children have difficulty writing, as it's a skill that requires learning and practice.

However, if a child's handwriting is very messy or their ideas appear disorganized despite efforts, they may have the disorder.

Today, we'll tell you all about the types of dysgraphia as well as the causes and treatments.

What are the symptoms?

Dysgraphia hinders the ability to write, but it also changes the coherence of written words. This is because, if the child has to focus all his attention on transcription, the ability to express concepts and ideas may become more laborious. Therefore, it's a disorder that makes it difficult to master writing in general.

Understood.org shows us some of the most common signs of dysgraphia. Among them, we find the following difficulties:

Forming letters correctly.

Consistently placing spaces between letters on the page.

Writing in a straight line.

Keeping the same size of the letters throughout the text.

Continuous erasure of written things.

Complications in maintaining spelling patterns: This includes incomplete words, misspellings, and placement or absence of letters.

In addition to the problems we can observe on paper, the child's posture also speaks volumes about their writing ability. An infant with dysgraphia will unusually hold the pencil, take odd postures while writing, or orient the paper poorly.

School failure can be related to dysgraphia, so it's important to consider appropriate support for these children.

You may be interested in reading this article, too: How to Reduce Anxiety in Children

The types of dysgraphia

As indicated by the Special Needs website, there are several types of dysgraphia. We'll tell you about them in the following list:

Dyslexic dysgraphia: The formation of spontaneous words is illegible, but copied sentences are usually understood.

Motor: Caused by lack of motor skills and muscle tone. Both copied and original sentences are usually illegible. Patients can form sentences, but it takes a lot of effort and dedication.

Spacing: As the name suggests, the child isn't able to understand the concept of spacing, so they put sentences together and have trouble maintaining line spacing and margins. However, the sentences are understandable and the letters follow a coherent order.

Phonological: Consists of difficulty in writing and spelling complex new words. These children aren't able to memorize phonemes.

Lexical: A very rare form of dysgraphia in which the individual understands words that are spelled as they sound, but struggles with irregular words. It's more common in English and French.

What's the cause of dysgraphia?

Finding the cause of dysgraphia in children can be a challenge. However, if it's acquired in adulthood, it may be due to brain damage, tumors, strokes, and other events involving the brain.

There are two main suspects for dysgraphia in children, which are neurological and motor. The first case doesn't necessarily have to be serious, because sometimes certain slight disorders prevent the correct ordering, making it difficult for the child to communicate in writing. Experts have associated several conditions with dysgraphia, such as attention deficit hyperactivity disorder (ADHD).

Psychomotor or motor causes may be a little more delicate, as several congenital diseases cause progressive muscular dystrophy, for example.

Diagnosing the types of dysgraphia

The ADDitude website, which specializes in ADHD, reveals that the diagnosis of dysgraphia is made in a standardized way through the evaluation of the Specific Learning Disorder (SLD). For a child to meet the criteria, the following 4 pillars must be met:

1. Exhibits at least 6 of the standardized symptoms that hinder learning for at least 6 months.

2. Shows significantly reduced academic abilities compared to peers. This must make it difficult for the child to perform in school.

3. The difficulties must have started in the school environment, even if they become more evident in the work environment.

4. Other possible illnesses, such as blindness, should be ruled out.

Treatment for the different types of dysgraphia

Dysgraphia is a condition that will accompany the child throughout their life and has no cure. The approach, both at school and home, is to encourage the practice and development of skills. However, the condition can't be solved with medication or surgery.

However, just because it's permanent doesn't mean that it can't improve. In these cases, occupational therapy is often recommended, where therapists will help the child to write better and adopt more effective postures. In addition, the school should provide special educational cycles according to the child's needs.

Some attention disorders have been linked to dysgraphia, as they could affect the writing process and the ability to understand writing errors.

Tips to improve handwriting

In closing, here are some tips that can be applied to a child with dysgraphia to make things easier for them. The LDonline.org website presents many options:

Give the child a paper with established lines, so that it's easier for them to follow a coherent structure in writing.

Allow him to try different types of pens and pencils until they find one they're comfortable with.

Begin the writing process with the child by capturing ideas in the form of drawings and recordings.

Teach the child various writing techniques and tenses. The child will be able to adapt to the one that is easiest for them.

Reduce the task of copying sentences, as it's better to encourage autonomy and practice.

Dysgraphia is chronic, but it's treatable

Summarizing the particularities of dysgraphia in a few lines is a challenge, as it's a very complex and varied clinical entity. If you have dysgraphia or your child shows signs of it, we advise you to review the pages we cited in this article, especially as far as the home approach is concerned.

Just because dysgraphia is lifelong doesn't mean that it can't be treated. Therefore, therapy and practice will be the best allies for a child with dysgraphia. With patience and dedication, a person with this condition can achieve a certain degree of autonomy in writing.
It might interest you...

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Types of Dysgraphia, Causes, and Treatments

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Dysgraphia is a pathology that hinders the ability to write. We'll tell you about the types of dysgraphia, their causes, and treatments.

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This resource provides different cause, treatments, and symptoms of dysgraphia. It also gives parents different therapy options to help their child with their learning disability.
Trinna Decker

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Dysgraphia: Symptoms, Causes, and Treatment

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Dysgraphia is a condition that affects your ability to write clearly, and symptoms can vary. Read more about how this disorder affects children and adults.

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This resource discusses the prevalence of dysgraphia. It says that more that half of people with lower IQ have dysgraphia. This article also provide different resources that can be used to get more information.
Trinna Decker

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Abstract

Objective: Prevalence of dysgraphia by age across all grade levels was determined in students with ADHD or autism.

Method: Referred children with normal intelligence and ADHD-Combined, ADHD-Inattentive, or autism ( N = 1,034) were administered the Developmental Test of Visual-Motor Integration (VMI) and Wechsler Intelligence Scale for Children (WISC).

Results: VMI and WISC Coding scores were significantly lower than IQ and the normal mean of 100 for all diagnoses. More than half (59%) had dysgraphia, and 92% had a weakness in graphomotor ability relative to other abilities. Dysgraphia prevalence did not differ between diagnostic or age groups (6-7 years, 56%; 8-10 years, 60%; and 11-16 years, 61%).

Conclusion: Dysgraphia is common at all ages in children and adolescents with ADHD and autism. Accommodations and strategies for addressing this problem are discussed.

Keywords: ADHD; Developmental Test of Visual-Motor Integration; autism; dysgraphia; handwriting.

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attention deficit disorder with hyperactivity / complications*

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attention deficit disorder with hyperactivity / diagnosis

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attention deficit disorder with hyperactivity / epidemiology

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national center for biotechnology information

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High Prevalence of Dysgraphia in Elementary Through High School Students With ADHD and Autism - PubMed

# data[].attributes.attachment_link.description
Dysgraphia is common at all ages in children and adolescents with ADHD and autism. Accommodations and strategies for addressing this problem are discussed.

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This resource talks about the commonness of dysgraphia. They talk about an experiment that was conducted to see the percent of students with learning disabilities.
Trinna Decker

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Abstract

Objective:

Dealing with Dyslexia, Dysgraphia and Dyscalculia symptoms is a major challenge for teachers and school psychologists while addressing students' issues. The present study was designed to examine the prevalence and comorbidity of specific learning disabilities (SLD) symptoms such as dyslexia, dysgraphia and dyscalculia in public and private schools of Lahore, Pakistan.

Methods:

This cross-sectional study was conducted in four schools of Lahore from June, 2019 to December 2019. We examined 666 participants (boys= 384, girls= 282) from two public (n=409) and two private (n=257) schools of Lahore with a mean age of 13 years (SD±1.44). Participants were assessed on Learning Disabilities Checklist (LDC) along with a demographic sheet. The data were analyzed by using descriptive statistics (frequencies and percentages) and inferential analyses of Chi Square test of association and Cohen's Kappa by using SPSS version 24.

Results:

Findings indicated that 39% participants showed SLD symptoms, 33% dyslexia, 48% dysgraphia and 45% dyscalculia symptoms. Significant co-morbidities were seen, such as 30% for dyslexia and dysgraphia symptoms, dyslexia and dyscalculia 26% and dysgraphia and dyscalculia as 36%. Variations in SLD, dyslexia, dysgraphia and dyscalculia symptoms were also seen across gender and schools with significant higher prevalence in public schools.

Conclusion:

High prevalence of SLD symptoms and comorbidity in students was found which is alarming, particularly in public sector schools in Pakistan. SLD and dyslexia were higher for boys, whereas girls scored high on dysgraphia and dyscalculia. Therefore, there is great need of introducing screening measure of assessment of SLD and management strategies to deal with these issues.

Keywords: Dyslexia, Dysgraphia, Dyscalculia, Gender, Specific learning disabilities (SLD) symptoms

INTRODUCTION

Specific Learning Disabilities (SLD) are a heterogeneous group of neuro-behavioral features demonstrated by significant persistent, specific and unexpected difficulties in the acquisition and use of efficient reading (dyslexia), writing (dysgraphia) and mathematical (dyscalculia) abilities. These difficulties are experienced independent of adequate social, cultural opportunities, motivation level, intelligence, intact senses and conventional instructions. 1 Broadly speaking SLD are widely examined in clinical and sub-clinical groups (e.g., With ADHD, Autism and SLD) but insufficiently tested in normative samples. While in the local context, no empirical evidence or latest updates are available yet previous verbal and non-empirical reports estimate a 10 to 18 % prevalence of SLD symptoms in Pakistani school children; irrespective of academic level. 2 Due to variant features linked with each difficulty, the prevalence of these symptoms also varies. Among these, dyslexia is most commonly occurring learning disorder affecting approximately 80% of the school children identified with SLD. 3 In case of dysgraphia, available literature lacks to identify any specific direction, yet closely related writing deficits are estimated in a wide range of 5 to 20%. 4 Followed by there is consistent agreement that about 5 to 8% of primary school children demonstrate symptoms of dyscalculia worldwide. 5 For adolescent population, it remains unknown. In a south Asian normative sample (from East India), estimated prevalence for SLD, dyslexia, dysgraphia and dyscalculia were found as 15.17%, 11.2%, 12. 5%, and 10.5 % respectively. 6

Past studies have widely reported independent prevalence of dyslexia, dysgraphia and dyscalculia arguing over variant features of these disabilities in diverse contexts, yet it remains interesting to explore co-morbidities in these demonstrations at different levels as all three difficulties are operated by common cognitive structures. A past study reported co-occurrence of dyslexia and dyscalculia as 10% irrespective of adequate learning environment and average intellifence. 7 In context of comorbidity between dyslexia and dysgraphia, statistics represent more intense picture as 30 to 47% with reading difficulties also demonstrates writing problems. 8

No empirical evidence is available reporting co-existence of dysgraphia and dyscalculia, yet a latest study documented 46% of co-occurrence of dyslexia and/or dysgraphia with dyscalculia. 9 This also directs toward the notion that due to common cognitive and neurological functions, dysgraphia and dyscalculia may have possible comorbidity. In addition, how these features prevail differently across personal characteristics of students such as age, gender and school may also provide unique directions. Along with these personal/demographic characteristics in relation to prevalence of dyslexia, dysgraphia and dyscalculia, schools' settings (e.g., public and private) in which students are encountering these disabilities is also important to be examined. In the context of comorbidity in local perspective, SLD is tested in relation to other psychiatric features such as depressive 10 and anxiety symptoms yet co-occurrence of SLD are needed to be examined.

In Pakistani context, this area of research is comparatively less explored which could be due to poor understanding of chronicity of under investigation phenomenon and lack of students' counseling and formal assessment services for screening of these disabilities. This paucity of research enforces need of structured and well-equipped psychological services to cater need of identification and management of these symptoms. Though it requires organized and structured efforts at larger scale, yet the present research is an effort to partially fulfill this gap. The present study examined the prevalence of the SLD and comorbidity of dyslexia, dysgraphia and dyscalculia.

METHODS

In this cross-sectional study, conducted from June, 2019 to December 2019, 666 students (boys=384, girls=282) from two public (n=409) and two privates (n=257) schools of Lahore ages between 11 to 17 years (M=13.30 +1.44) were selected through random sampling technique. The sample size was determined by Qualtrics method of sample size calculated using with 5% of margin of error and 95% confidence interval. Learning Disabilities Checklist (LDC) 11 was used in addition to the demographic questionnaire consisted of age, gender, and education level of participants. LDC comprised of 35 items measuring dyslexia ( 15 items), dysgraphia ( 10 items) and dyscalculia ( 10 items) on dichotomous scales ( yes=1. no=0) with a score ranging from 0 to 35. LDC scores could be used as composite as well as in categories; high scores as indicators of more learning problems. LDC categorizes obtained scores below/at 25% as mild, between 26% to 49% as moderate and at/or 50% as severe. In the present study, alpha coefficients for SLD, dyslexia, dysgraphia and dyscalculia were calculated as 0.94, 0.87, 0.84 and 0.86 respectively. After ethical approval of research, formal permission was obtained from school administration and parents. Ethical approval was obtained from Ethical Review Board of Department of Humanities, COMSATS University, Lahore (CUI/LHR/HUM:632; dated July 1 st, 2019). The ethical considerations include brief description of the subject study, confidentiality and privacy of provided information, withdrawing from research at any point during the study, and use of provided data only for research purpose. They were also informed about the objectives of research and implications of the study findings. To avoid the influence of any confounding factors, participants with any other significant neurological deficits or disabilities, significant behavioral issues or taking any counseling session were also excluded. School administration facilitated in screening of such participants. After collecting data, it was processed for further analysis through SPSS version 24.

RESULTS

From sample of 666 students, 384 (58%) were boys and 282 (42%) were girls with a mean age of 13 years ( ±1.44). Of 666 participants, 409 (67%) were enrolled in public and 257 (37%) in private schools; this ratio is well proportionate to the overall ratio of boys to girls, number of public and private schools in Lahore and students enrolled in public and private schools. These participants were enrolled in grades 6 th to 10 th; 21%, 23%, 16%, 24%, 16% respectively. Further analysis demonstrated the prevalence of mild, moderate and severe SLD prevailing as 36%, 25% and 39% respectively. For dyslexia, dysgraphia and dyscalculia, prevalence at severe level was estimated as 33%, 48% and 45% respectively. Along with total sample, the prevalence of SLD, dyslexia, dysgraphia and dyscalculia for boys and girls, public and private schools were also calculated. Table-I reveals that boys experienced comparatively more severe SLD (boys=44% and girls=41%) and dyslexia (boys=34% and girls=32%) than girls. Whereas dysgraphia (49% and 47% respectively) and dyscalculia (46% and 44% respectively) were comparatively high for girls than boys.

Table-I

Measures

Total sample (n=666)

Boys (n=384)

Girls (n=282)

Public Schools (n=409)

Private Schools (n=257)

While comparing participants in public and private schools, findings were clearer as students in public school out number students in private schools on SLD, dyslexia, dysgraphia and dyscalculia ( Table-I ). The cross prevalence of dyslexia, dysgraphia and dyscalculia are shown in Table-II . About 30% of participants with dyslexia also have symptoms of dysgraphia, while in case of dyscalculia, it was observed is 26%. In addition, 36% of students with dysgraphia symptoms also have dyscalculia symptoms. Chi square test of association demonstrated strong associations between all study constructs; Cohen's kappa was also calculated to estimate the strength and agreement between categories; which supplemented the findings of Chi square test of association. Whereas, correlations were also obtained to support the findings from Chi square and Cohen's Kappa. Cohen's Kappa and correlation illustrated moderate effect size and relationships respectively.

Table-II

Measures

Dyslexia

χ

κ

r

Mild

Moderate

Severe

Dysgraphia

Mild

200(30%)

43(6%)

21(3%)

411.51***

0.52

0.73

Dyscalculia

Mild

206(31%)

31(5%)

27(4%)

339.54***

0.48

0.66

Dysgraphia

Dyscalculia

Mild

185(28%)

24(4%)

22(3%)

340.696***

0.51

0.68

DISCUSSION

The current study estimated prevalence of SLD as 39% which is comparatively higher than in already estimated prevalence of 2% to 15 in south Asian study (e.g., India, 2011) and 2% to 17% in global general prevalence. 12 This discrepancy could be due to the poor perception of distinction between SLD and low intellectual capacity in students. It could also be justified from a previous Pakistani study claiming dyslexia in relation with poor cognitive functioning. 13 Though, some of the latest studies have highlighted the need of computerized assistance techniques facilitating students with dyslexia 14, yet at large no structural system of students' assessment has been formally introduced and implemented in public as well as private schools of Pakistan. As such early symptoms of SLD remain unidentified and therefore undiagnosed at school level as compare to the schools in India and Western countries. 15

This study also found a significant cross prevalence of dyslexia, dysgraphia and dyscalculia which is very unique finding in the local context. Perhaps this is first study of inter prevalence of dyslexia, dysgraphia and dyscalculia. Earlier, cross prevalence of these symptomologies was assessed collectively as specific learning disabilities with co-occurrence of depressive symptoms 11 and anxiety symptoms (only in girls' sample). 16 The present study findings are similar to the previous western studies 8, 9 demonstrating a comparative higher relevance of dyslexia than dysgraphia and dyscalculia. 3 A possible explanation of this distinction could be variations in distribution of reading, writing and mathematical problem-solving tasks students are assigned formally; 80% of students' academic activities engage reading skills. 10 Some aspects of the study findings are a unique contribution; for example, significant cross prevalence of dysgraphia and dyscalculia as no previous study as per the documented literature has estimated this prevalence in normative samples. In addition to general prevalence, we also explored the prevalence across gender and schools. In current study findings indicated slight variations in prevalence of the SLD, dyslexia, dysgraphia and dyscalculia; e.g., SLD higher for boys and dysgraphia and dyscalculia for girls. Which is supplementing past mixed findings where the boys showed more dysgraphia symptoms than girls, while girls were more impaired in dyscalculia. No differences were seen in dyslexia and overall SLD. 17 High rates of prevalence of dyslexia, dysgraphia and dyscalculia may be attributed to the lack of early assessment and screening strategies at school level which is also partially supported by a local finding claiming that there is no systematic research reflecting upon the presence of dyscalculia in Pakistani students. 18 The findings also direct that SLD (dyslexia, dysgraphia, dyscalculia) is at the more crucial to identify than any other psychological hindrance particularly in school setting. A review of literature on medical students in the local context supported this notion by describing that SLD are found challenging not only for students but also teachers. Lack of awareness about its symptomology and manifestation makes it hard for teachers to report such cases to school psychologist and clinicians. As a result, it remains unidentified, therefore undiagnosed and consequently unmanaged. 19 In continuation, a latest qualitative study focusing on remedial teaching approaches for students with dyslexia found that pre and follow-up assessments are intensively needed. Along with traditional approaches of teaching students with dyslexia, innovative approaches such as play therapy integrative approaches may be effective. Furthermore, students with dyslexia face stigmatization, slow progress, behavioral problems. 20

Limitations and Suggestions

Though the current study reported high ratio in prevalence of specific learning disabilities (SLD) than previously reported findings which could be attributed to the differences in assessment measures used and classification criterion for SLD between western literature and Pakistani context. Other reasons could be lack of proper awareness, insufficient comprehension of the concept of SLD in mainstream schools and paucity of counseling services or school psychologists. Further, high ratio could be balanced out by splitting severe into severe and profound categories. In addition, LDC is screening source of assessment, diagnostic tools may also be used to obtain a more refined picture. Furthermore, clinical control trial studies will not only add to the clinical knowledge but also will guide to design appropriate management strategies according to the academic level and background of students.

CONCLUSION

The present study finding is a valuable addition to existing literature globally and in Pakistani context specifically. Further, the findings from this study are useful from clinical as well as academic aspects; guiding clinicians and school psychologists to outline clinical assessments and protocols at screening, diagnostic and management levels. In addition, on the basis of our findings, early identification and screening will also help clinicians to design more efficient and economical tools of assessment of dyslexia, dysgraphia and dyscalculia at individual as well as collective levels. The present study findings have not only revealed significant general prevalence of SLD as well as dyslexia, dysgraphia and dyscalculia but also examined the prevalence across gender and schools and cross comorbidity of dyslexia, dysgraphia and dyscalculia. In indigenous perspective, these findings set a benchmark for future researchers to explore these dimensions from more diverse perspectives. Further, there is a dire need to screen out SLD at very initial levels of schooling so that suitable management for SLD could be provided timely. Besides, a collective support of family, peers, teachers and clinicians may facilitate and strengthen process of identification, screening, diagnosis and management of SLD.

REFERENCES

8. Berninger VW. Defining and differentiating dysgraphia, dyslexia, and language learning disability within a working memory model. In: Mody M, Silliman ER, editors. Brain, behavior, and learning in language and reading disorders. New York: Guilford; 2008. pp. 103-134. [ Google Scholar]

13. Habib A, Naz F. Cognitive failure, teacher's rejection and interpersonal relationship anxiety in children with dyslexia. Pak J Med Sci. 2015;31(3):662-666. doi:10.12669/pjms.313.7065. [[ PMC free article] [ PubMed] Google Scholar]

17. Moll K, Kunze S, Neuhoff N, Bruder J, Schulte-Korne G. Specific Learning Disorder:Prevalence and Gender Differences. PLoS One. 2014;9(7):1-8. doi:10.1371/journal.pone.0103537. [[ PMC free article] [ PubMed] Google Scholar]

Articles from Pakistan Journal of Medical Sciences are provided here courtesy of Professional Medical Publications

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An epidemiological study of prevalence and comorbidity of non-clinical Dyslexia, Dysgraphia and Dyscalculia symptoms in Public and Private Schools of Pakistan

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Dealing with Dyslexia, Dysgraphia and Dyscalculia symptoms is a major challenge for teachers and school psychologists while addressing students' issues. The present study was designed to examine the prevalence and comorbidity of specific learning ...

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This article discusses how to create a dysgraphia-friendly learning environment. Skills such as typing and cursive writing can be implemented into your curriculum and you can allow different accommodations in the classroom. It is also important to give student praise for their written work, and even displaying it can give them more motivation and boost their self-esteem.

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Six ways to support students with dysgraphia-a learning difference that affects a person's ability to produce written work.

©Shutterstock.com/Juriah Mosin

Dysgraphia is a language-based learning difference that affects a student's ability to produce written language. In the early grades, students with dysgraphia may have difficulty with consistent letter formation, word spacing, punctuation, and capitalization. In later grades, they may have difficulty with writing fluency, floating margins, and legible writing.

In the classroom, students with dysgraphia are often labeled "sloppy," "lazy," or "not detail-oriented." But students with dysgraphia are often trying very hard, if not harder than others, just to keep up. Dysgraphia is an invisible disability that often goes hand in hand with dyslexia. Like students with dyslexia, students with dysgraphia are often acutely aware of what they're not capable of relative to their peers.

To simulate the experience of having dysgraphia, try this: Write a paragraph about the best trip you've ever taken. Give yourself two minutes on a stopwatch, and write the paragraph with your non-dominant hand.

How did that feel? Did you try hard? Does the finished product look like you gave it your best shot? Do you feel the work demonstrates your intelligence or gives your audience a full idea of what you wanted to express? Would you feel proud to hang that on a wall beside your peers' work?

Dysgraphia can be remediated with occupational therapy to strengthen fine motor skills, support written expression, and speed up language processing. If a student is struggling with writing in a way that goes beyond what is developmentally appropriate, they should receive an evaluation by an occupational therapist for remediation. Early intervention for orthographic processing, fine motor coordination, and written expression can help alleviate the difficulties that students with dysgraphia face.

6 Tips for Creating a Dysgraphia-Friendly Classroom

While specialists provide key intervention strategies for students with dysgraphia, teachers in the general ed classroom have an important role to play in supporting these students as well. I have a few ideas for curriculum, accommodations, and tools that can help teachers in supporting these students.

1. Teach Cursive Writing: Cursive writing has fewer starting points than disconnected print letters, which translates to improved writing speed, more consistent letter sizing, and neater overall appearance of writing. Watch a free webinar on the importance of cursive writing instruction for students and use cursive writing books from Handwriting Without Tears to teach cursive writing as early as first grade.

2. Teach Typing: Typing can be easier than writing once students are fluent with keyboards. Teach typing skills starting as early as kindergarten and allow for ample typing practice in the classroom. Many schools and districts have typing programs to support their students' budding typing skills. Great online typing programs include Nessy Fingers Touch Typing (which costs money), TypingClub, and the games at Typing.com.

3. Provide Access to Speech-to-Text Tools: Assistive technology accommodations can support students with dysgraphia in their classroom writing tasks in all grades. There are several free, easy-to-use speech-to-text dictation tools. Students can use Google's voice typing function in the Chrome browser, Dragon Dictation, or Apple's Speak Screen functions.

4. Use Graph Paper for Math Assignments and Tests: Graph paper helps students with dysgraphia stay in the lines, which becomes increasingly important in the later grades when they're faced with more complex math tasks. Reduce unintended errors by providing graph paper for student tests or as a background for homework assignments. Use the free printable math grids at Do2Learn.

5. Allow for Note-Taking Accommodations: Copying notes from a whiteboard can be a particular challenge for students with dysgraphia. Allow students to take pictures of lecture notes to review later. Students can use a free optical character reader (OCR) like Prizmo Go (for iOS) or Google Keep (for Android) to automatically read text from the photos to review those notes.

6. Be Deliberate About Hanging Students' Written Work: Classroom writing is difficult for students with dysgraphia. Written assignments may take two or three times as long to complete, and often they will look sloppy even if the student has tried to produce their best work. When displaying student work, consider waiting to hang assignments until everyone has finished so students with dysgraphia don't feel shame at having everyone else's work on display while theirs is still in progress. Another option is to hang typed work so students with dysgraphia can be proud of the finished product that hangs alongside the work of their peers.

These are just a few things that may help a student with dysgraphia in the classroom. But mainly it's important to be creative about accommodations and to communicate with students about their individual needs.

When students feel understood and supported in the classroom, the positive social-emotional impact has ripple effects through their whole school experience. Learn more about what dysgraphia is and how to support it at Understood.org.

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Six ways to support students with dysgraphia-a learning difference that affects a person's ability to produce written work.

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This great resource breaks down how to support students and help them enhance their skills. It gives tips under many different academic categories such as reading, writing, mathematics, testing, and accommodations. These supports include avoiding overcomplicated language in assessment questions, offering manipulatives throughout instruction, and offering to read material aloud when needed.

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Do2Learn: Educational Resources for Special Needs

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picture communication cards, songs, games and learning activities for autism, aspergers, fetal alcohol syndrome and disabilities

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Adults with dysgraphia will experience messier hand writing they’ll also appear in the purposeful avoidance of writing and in weak fine motor skills.

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Many adults have handwriting that would make an elementary school teacher cringe - but if your handwriting is so messy that even you can't read it, it could be a sign of dysgraphia.

What is dysgraphia? In short, it's a learning disability that affects fine motor skills like writing, buttoning a shirt, or tying a shoelace - as well as the mental processes associated with writing, like picking a topic, organizing ideas, and making a coherent point. Since most children with dysgraphia are otherwise bright (and are often skilled readers and speakers), writing-related challenges early in life are frequently missed or chalked up to sloppiness. This means that a child with dysgraphia could easily reach adulthood without receiving a diagnosis - missing out on life-changing treatment and suffering harsh blows to her self-esteem.

Since so many adults with dysgraphia remain undiagnosed, it's difficult to estimate just how many are living with the condition. In children, the rate is often estimated between 4 and 20 percent - and since dysgraphia can't be outgrown, just as many adults are living with this learning disability. Dysgraphia affects men more often than women, and can go hand-in-hand with other learning disabilities or a related condition like ADHD.
[Take This Dysgraphia Symptom Test for Adults]
Dysgraphia Symptoms at Home

If writing has been a lifelong challenge, you've likely devised strategies to compensate or to avoid writing altogether. With that in mind, symptoms of dysgraphia in adults will manifest as more than just messy handwriting - they'll also appear in the purposeful avoidance of writing and in weak fine motor skills. Symptoms of dysgraphia at home might look like:

Highly illegible handwriting, often to the point that even you can't read what you wrote

Struggles with cutting food, doing puzzles, or manipulating small objects by hand

Uses a pen grip that is "strange" or "awkward"

Slow to understand the rules of games or follow sequential directions

Trouble reading maps

Difficulty drawing, tracing, or painting

Avoids writing whenever possible; prefers a digital grocery list to a written one, for instance

Makes spelling errors in simple notes

May also dislike texting

Dysgraphia Symptoms at Work

As more and more jobs depend on computers, writing may not factor in to your day-to-day life at work. Even if that's true for you, dysgraphia can still cause challenges at work by making other fine motor tasks - like handling small objects - difficult. Symptoms of dysgraphia at work might include:

When using spell-check on a computer, often has difficulty picking out the correct word from a list of similar words

Trouble filling in routine forms by hand, particularly if they require fitting words into set boxes

Illegible handwriting; can't read own meeting notes or coworkers complain that memos are indecipherable

Mixes lowercase and uppercase letters, or print and cursive letters, seemingly randomly

Often leaves out individual letters or the ends of words, particularly when writing quickly

In some cases, may have trouble with typing as well

Experiences hand cramps or pain when writing

Has trouble telling when words are misspelled

Often uses grammatically incorrect sentences in emails or reports

May be overly reliant on simple sentence structures

Prefers to give or get directions orally, instead of in writing

Has trouble "getting to the point" in written communication; emails may be rambling, or reports may repeat the same ideas several times

Able to explain self clearly when speaking, but not when writing

Dysgraphia is a brain-based disorder, and it can be improved with accommodations and, in some cases, occupational therapy. If you think you might be showing signs of dysgraphia, talk to your primary care doctor. He or she should be able to refer you to a neuropsychologist or another learning specialist who can diagnose you with dysgraphia and work with you on an effective treatment plan.

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What Does Dysgraphia Look Like in Adults?

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If dysgraphia isn't diagnosed in childhood, it often leads to further challenges or self-esteem problems for adults who live with the condition and have trouble writing. Learn how to spot dysgraphia in adults.

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Some struggles for behaviors for a child who has dysgraphia may lead to them falling behind and not wanting to do any work making them irritable and stressed. It says in the article "Parents and teachers expect them to write at the same level as they speak." So this makes the kids feel like they aren't smart and less motivated about doing any written assignments because others think they should be good at both.

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Children with dysgraphia struggle to write, often causing them to experience emotional stress and anxiety. Because they have good verbal skills, parents and teachers expect them to write at the same level as they speak; when they don't, they may be mistakenly thought of as lacking motivation or careless.

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- slower writing ability
- trouble concentrating on more than one thing while writing
- messy handwriting - not knowing how to space words/letters - a mix of cursive letters and print letters
- trouble with spelling, grammar, and sentence structure
- struggles organizing thoughts and information and transferring it to paper

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“Children with dysgraphia struggle to write, often causing them to experience emotional stress and anxiety. Because they have good verbal skills, parents and teachers expect them to write at the same level as they speak”

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Children with dysgraphia struggle to write, often causing them to experience emotional stress and anxiety. Because they have good verbal skills, parents and teachers expect them to write at the same level as they speak; when they don't, they may be mistakenly thought of as lacking motivation or careless.

Dysgraphia can occur alone, or in children who also have dyslexia, other language disorders, or ADHD.

Causes

Writing is a complex process. It involves working memory and shifting among tasks that include generating ideas, thinking of words and word meaning, organizing good sentences, planning, and self-monitoring-all executive functions. Difficulty in any of the basic language or motor skills or in the executive functions needed to combine them end with the same result: problems with written expression.

In addition, difficulty controlling fine motor skills, sequencing the hand movements needed to write, or controlling spatial accuracy can cause non-language based dysgraphia.

Treatment

It is critical to identify the underlying problems resulting in dysgraphia; there might be more than one. An Occupational Therapist using a multi-sensory approach can address problems with handwriting, motor sequencing or visual spatial skills. A Speech and Language Therapist or a Special Education teacher can help with language-based problems such as the mastery of grammar, word usage, sequencing, and composition of sentences. A Special Education teacher will work with tools such as a graphic organizer, thought bubbles, and other strategies to help deal with specific executive function problems.

Accommodations are often needed to help dysgraphic children handle written work, including reduction of the load of writing in class and in homework, extended time to produce written work, and assistive technology to allow dictation.

Most dysgraphic children benefit from being allowed to use a keyboard and a word processing program, which reduces motor demands and allows them to edit and reorganize written work. Since writing is difficult, children benefit from Smart Boards on laptops or tablets to record writing on the board, and accommodations for note taking, such as using another student's notes or a study guide/outline of lecture information provided by the teacher. Many children with dysgraphia are allowed to use alternative methods to demonstrate knowledge rather than written exams.

Demands for written expression are constant across every subject and increase in every grade. Even in early grades, teachers need to be sensitive to dysgraphia when assigning projects to produce posters to be hung on the classroom walls or to write letters correctly on the lines. Children with dysgraphia need encouragement and remediation; there is nothing more discouraging than getting a paper back filled with red circles, corrections, and criticism.
Marcia Eckerd is an evaluator, consultant, and therapist who specializes in working with children with NLD and autism-spectrum disorders.
Related Smart Kids Topics

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Children with dysgraphia struggle to write, often causing them to experience emotional stress and anxiety. Because they have good verbal skills, parents and teachers expect them to write at the same level as they speak; when they don't, they may be mistakenly thought of as lacking motivation or careless.

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There are a lot of different characteristics that are involved with Dysgraphia. People who suffer from Dysgraphia often space their letters and words poorly and they also cannot form their letters correctly which can make their writing hard to read. Another characteristic of Dysgraphia is not having a consistent pencil grip which makes it harder to write because it may feel awkward or uncomfortable. The Special Programs article explains the potential characteristics that someone with Dysgraphia may face and also what can cause these characteristics.
Some other characteristics that are involved with Dysgraphia are the individual may lack certain motor skills which makes it very difficult for them to complete simple writing tasks. Their work also is not clear and can be hard to read due to them being unable to write clearly.
https://www.starhealth.in/blog/what-is-dysgraphia-types-characteristics-symptoms-causes-everyone-should-know
As stated in this article, individuals who suffer from dysgraphia have a hard time writing because they lack the fine motor skills that are connected to writing.

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Difficulty with handwriting frequently occurs in children with dyslexia. When Texas passed dyslexia legislation, the co-existence of poor handwriting with dyslexia was one reason why dysgraphia was called a related disorder. Subsequently, dyslexia and dysgraphia have been found to have diverse co-morbidities, including phonological awareness (Döhla and Heim, 2016). However, dyslexia and dysgraphia are now recognized to be distinct disorders that can exist concurrently or separately. They have different brain mechanisms and identifiable characteristics.

Dysgraphia is related to dyslexia as both are language-based disorders. In dyslexia, the impairment is with word-level skills (decoding, word identification, spelling). Dysgraphia is a written language disorder in serial production of strokes to form a handwritten letter. This involves not only motor skills but also language skills-finding, retrieving and producing letters, which is a subword-level language skill. The impaired handwriting may interfere with spelling and/or composing, but individuals with only dysgraphia do not have difficulty with reading (Berninger, Richards, & Abbott, 2015).

A review of recent evidence indicates that dysgraphia is best defined as a neurodevelopmental disorder manifested by illegible and/or inefficient handwriting due to difficulty with letter formation. This difficulty is the result of deficits in graphomotor function (hand movements used for writing) and/or storing and retrieving orthographic codes (letter forms) (Berninger, 2015). Secondary consequences may include problems with spelling and written expression. The difficulty is not solely due to the lack of instruction and is not associated with other developmental or neurological conditions that involve motor impairment.

The characteristics of dysgraphia include the following:

Variably shaped and poorly formed letters

Excessive erasures and cross-outs

Poor spacing between letters and words

Letter and number reversals beyond early stages of writing

Awkward, inconsistent pencil grip

Heavy pressure and hand fatigue

Slow writing and copying with legible or illegible handwriting (Andrews & Lombardino, 2014)

Additional consequences of dysgraphia may also include:

Difficulty with unedited written spelling

Low volume of written output as well as problems with other aspects of written expression

Dysgraphia can be due to:

Impaired feedback the brain is receiving from the fingers

Weaknesses using visual processing to coordinate hand movement and organize the use of space

Problems with motor planning and sequencing

Difficulty with storage and retrieval of letter forms (Levine, 1999)

Despite the widespread beliefs that handwriting is purely a motor skill or that only multisensory methods are needed to teach handwriting, multiple language processes are also involved in handwriting. Handwriting draws on language by hand (letter production), language by ear (listening to letter names when writing dictated letters), language by mouth (saying letter names), and language by eye (viewing the letters to be copied or reviewing for accuracy the letters that are produced from memory) (Berninger & Wolf, 2016).

Sources for Definition and Characteristics of Dysgraphia

Andrews, J. and Lombardino, L. (2014). Strategies for teaching handwriting to children with writing disabilities. ASHA SIG1 Perspectives on Language Learning Education. 21:114-126.

Berninger, V.W. (2004). Understanding the graphia in dysgraphia. In Developmental Motor Disorders: A Neuropsychological Perspective. D. Dewry and D. Tupper (Eds.), New York, NY, US: Guilford Press.

Berninger, V.W. (2015). Interdisciplinary frameworks for schools: Best practices for serving the needs of all student. Washington, D.C.: American Psychological Association.

Berninger, V.W., Richards, T.L. and Abbott, R. D. (2015) Differential Diagnosis of Dysgraphia, Dyslexia, and OWL LD: Behavioral and Neuroimaging Evidence. Read Writ. 2015 Oct;28(8):1119-1153.

Berninger, V., & Wolf, B. (2016). Dyslexia, Dysgraphia, OWL LD, and Dyscalculia: Lessons from Science and Teaching (Second ed.). Baltimore, Maryland: Paul H Brookes Publishing.

Döhla, D. and Heim, S. (2016). Developmental dyslexia and dysgraphia: What can we learn from the one about the other? Frontiers in Psychology. 6:2045.

Levine, M.D. (1999). Developmental Variation and Learning Disorders. Cambridge, MA: Educators Publishing Service, Inc.

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Difficulty with handwriting frequently occurs in children with dyslexia. When Texas passed dyslexia legislation, the co-existence of poor handwriting with dyslexia was one reason why dysgraphia was called a related disorder. Subsequently, dyslexia and dysgraphia have been found to have diverse co-morbidities, including phonological awareness (Döhla and Heim, 2016).

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This resource talks about the different characteristics of dysgraphia and the warning signs of it to make sure that they get the support they need.
Trinna Decker

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Dysgraphia: Incidence, Characteristics, Warning Signs,
Causes and Treatment

Introduction
Incidence
Characteristics
Warning Signs
Causes
Treatment

Introduction

Most people never consider the complexity and difficulty of the writing process. In fact, relative to all other academic activities, writing requires more basic skills than perhaps any other.

Even during their earliest handwriting exercises, children must combine complex physical and cognitive processes to render letters precisely and fluidly. As writing tasks become more difficult, students must call on an increasingly wide range of skills to not only write legibly, logically, and in an organized way but also to invoke rules of grammar and syntax. This combination of requirements makes writing the most complex and difficult use of language.

Like all learning problems, a writing disability can be devastating to a child's education and self-esteem and can dramatically limit what that child can achieve later in life. School requirements demand a high level of writing proficiency, and a child who struggles with a writing disability will find it increasingly difficult to express his knowledge on many subjects, as the writing process itself will stand firmly in the way of learning.

The term dysgraphia is often used when discussing writing disabilities. Dysgraphia can refer to extreme problems with handwriting, spelling, and written composition. It can also refer to handwriting difficulties only.

We will use the first definition, and look at its subcategories of spelling, handwriting, and written composition. Some with a writing disability may experience difficulties in one or more of these areas.

Incidence

Due to a lack of a clear-cut definition for dysgraphia and the dearth of research focused specifically on it, there are few statistics regarding prevalence. However, written language disabilities are very common in students with learning disabilities and they tend to be persistent.

Characteristics
Handwriting:
Combination of:

Fine-motor difficulty

Inability to remember motor patterns associated with letters

Inability to revisualize letters.

Types of graphomotor dysfunction:

Motor-memory dysfunction (inability to combine motor output and memory input)

Graphomotor production deficit (inability to produce graphomotor movements, awkward pencil grip, and muscle coordination)

Motor feedback difficulty (trouble tracking location of pencil, face too close to the paper, use of larger muscles or joints to write)

Spelling:

Language awareness and memory problems (including letters and words)

Difficulties analyzing sounds, syllables, and meaningful word parts

Problems learning other symbolic codes (i.e., math facts/symbols)

Difficulty comprehending spelling rules, patterns, and structures (in older children); lack of phonemic awareness (in younger children)

Those with dysorthographia have orthographic memory problems (i.e., visual memory for spelling)

Written Composition:

Production problems (overly simplistic; too many common words; or complex with errors in syntax, morphology, or semantics)

Memory capacity deficiencies (short-term, long-term, and active working memory)

Unsophisticated ideation (difficulty selecting a topic, brainstorming, researching, thinking critically, coming up with ideas, etc.)

Organizational problems (don't know where to begin, confusion with steps)

Warning Signs
In Early Writers:

Tight, awkward pencil grip and body position

Avoiding writing or drawing tasks

Trouble forming letter shapes

Inconsistent spacing between letters or words

Poor understanding of uppercase and lowercase letters

Inability to write or draw in a line or within margins

Tiring quickly while writing

In Young Students:

Illegible handwriting

Mixture of cursive and print writing

Saying words out loud while writing

Concentrating so hard on writing that comprehension of what's written is missed

Trouble thinking of words to write

Omitting or not finishing words in sentences

In Teenagers and Adults:

Trouble organizing thoughts on paper

Trouble keeping track of thoughts already written down

Difficulty with syntax structure and grammar

Large gap between written ideas and understanding demonstrated through speech

Causes

As early as 1896 Baldwin noted that human learning is a stratified process. This implies that certain skills have to be mastered first, before it becomes possible to master subsequent skills. One has to learn to count before it becomes possible to learn to add and subtract. In the same way, there are skills that a student must have mastered first, before he or she will be proficient in writing. Unless underlying shortcomings are addressed first, the child's writing will not improve.

According to the website PBS.org, the following skills underlie the act of writing:

Language:
Language is an essential ingredient of writing. The ability to recognize letter sounds, comprehend words and their meanings, understand word order and grammar to construct sentences, and describe or explain ideas all affect a person's effectiveness as a writer.

Attention:
Writing often requires considerable mental energy and focus over long periods of time. Writers must not only preview what they want to convey but also continually monitor what they've already written to stay on track.

Spatial Ordering:
Children who struggle with spatial ordering have decreased awareness regarding the spatial arrangement of letters, words, or sentences on a page.

Sequential Ordering:
Children who struggle with sequential ordering have difficulty placing in order or maintaining the order of letters, words, processes, or ideas.

Memory:
The rate at which children generate ideas must coincide with their retrieval of necessary vocabulary, spelling, and prior knowledge, as they must be able to think about a topic, draw upon facts and concepts, and sequence ideas and facts in the right order.

Graphomotor:
Graphomotor function is the use of the neuromuscular system in the fingers and hands to effectively maneuver a pen or pencil and put letters and words on paper. Children with graphomotor problems struggle with this, especially as assignment length increases. This function affects a student's ability to keep pace with the flow of ideas.

Treatment

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The term dysgraphia is often used when discussing writing disabilities. Dysgraphia can refer to extreme problems with handwriting, spelling, and written composition. It can also refer to handwriting difficulties only.

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The rate is between 4-10% in children. It's seen that dysgraphia affects more men than women. There are lots of people living with it that don't realize it because it often goes undiagnosed or even misdiagnosed.
Madison Schmitt

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~Having a hard time writing in a straight line.
~writing letters in reverse.
~Having trouble finding out/ recalling how words are formed.
~Having difficulty understanding where lowercase and uppercase letters are.

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In this video the man explains what exactly dysgraphia is. He discusses the different characteristics and the accommodations that they may need to help with their disability.
Trinna Decker

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National Center for Learning Disabilities (NCLD)

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Academic things they struggle with are letter formation and being able to space letters correctly. When writing they may write words backward or may not be able to write in a straight line. They also struggle to write at a normal speed because of not remember certain letters.

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What is dysgraphia?

Dysgraphia is a neurological condition in which someone has difficulty turning their thoughts into written language for their age and ability to think, despite exposure to adequate instruction and education. Dysgraphia can present with many different symptoms at different ages. It's considered a learning difference.

Writing is a complex process that involves many skills and brain functions, including:

Fine motor skills.

Spatial perception (ability to perceive the space around you).

Working memory (ability to hold and manipulate information in your mind).

Orthographic coding (ability to form, store and recall letters, numbers and symbols).

Language processing.

Conceptualization.

Organization.

Because of this, dysgraphia is somewhat of a catch-all term to diagnose issues with writing and can be difficult to diagnose.

Dysgraphia generally appears when children are first learning to write. This is called developmental dysgraphia. People can also develop dysgraphia suddenly after some type of head or brain trauma. This is called acquired dysgraphia.

Dysgraphia is considered a "specific learning disorder" - more specifically, a "specific learning disorder in written expression."

Is dysgraphia a form of dyslexia?

Dyslexia and dysgraphia are two distinct neurological conditions, though they're easy to confuse because they share symptoms and often occur together.

Dyslexia is a learning difference that makes it harder for people to learn to read. If you have dyslexia, you may read more slowly or have trouble recognizing words. Often, people with dyslexia read at a lower level than expected. People with dyslexia may struggle to break words into sounds or relate letters to sounds when reading.

Dysgraphia involves difficulty with the act of writing. Difficulties can range from issues with physically writing words to issues with organizing and expressing thoughts in written form.

Is dysgraphia a form of autism?

Dysgraphia isn't a form of autism spectrum disorder (ASD). Though dysgraphia commonly occurs in people with autism, you can have dysgraphia without having autism.

Autism spectrum disorder is a neurodevelopmental condition characterized by:

Difficulties in social communication differences.

Deficits in social interactions.

Restricted, repetitive patterns of behavior, interests or activities.

Sensory problems.

Who does dysgraphia affect?

Dysgraphia can affect children and adults. As with many neurodevelopmental conditions, dysgraphia is more common in children assigned male at birth (AMAB) than in children assigned female at birth (AFAB).

You're more likely to have dysgraphia if other family members also have it, and dysgraphia is common in children with autism spectrum disorder (ASD) and/or attention deficit hyperactivity disorder (ADHD).

How common is dysgraphia?

Dysgraphia is common. Researchers estimate that 5% to 20% of people have dysgraphia. The estimated range is large because dysgraphia often goes undiagnosed or misdiagnosed.

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Dysgraphia: What It Is, Symptoms, Diagnosis & Treatment

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Dysgraphia is a neurological condition in which someone has difficulty with writing skills for their age despite exposure to adequate instruction.

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With dysgraphia, kids or adults have a harder time planning and executing the writing of sentences, words, and even individual letters. It’s not that you don’t know how to read, spell, or identify letters and words. It’s simply that you have a hard time processing certain words

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Dysgraphia makes it difficult for a person to form letters in writing. It's a neurological disorder that can affect children or adults. People with dysgraphia may also use the wrong word for what they're trying to communicate.

The cause of dysgraphia isn't always known, though in adults it sometimes follows a traumatic event.

Once the condition is diagnosed, you can learn strategies to help overcome some of the challenges it presents in school and in life.

Illegible handwriting is a common sign of dysgraphia, but not everyone with messy penmanship has the disorder. It's also possible to have neat handwriting if you have dysgraphia, though it may take you a long time and a lot of effort to write neatly.

Some common characteristics of dysgraphia include:

incorrect spelling and capitalization

mix of cursive and print letters

inappropriate sizing and spacing of letters

difficulty copying words

slow or labored writing

difficulty visualizing words before writing them

unusual body or hand position when writing

tight hold on pen or pencil resulting in hand cramps

watching your hand while you write

saying words aloud while writing

omitting letters and words from sentences

Other effects of dysgraphia

People with dysgraphia often have trouble concentrating on other things while writing. This can make it difficult to take notes during class or a meeting because so much attention is being paid to getting each word down on paper. Other things that are said may be missed.

Students with dysgraphia may also be accused of being sloppy or lazy because their handwriting isn't neat. This can affect self-esteem and lead to anxiety, a lack of confidence, and negative attitudes toward school.

If dysgraphia appears in childhood, it's usually the result of a problem with orthographic coding. This is an aspect of working memory that allows you to permanently remember written words, and the way your hands or fingers must move to write those words.

With dysgraphia, kids or adults have a harder time planning and executing the writing of sentences, words, and even individual letters. It's not that you don't know how to read, spell, or identify letters and words. Instead, your brain has problems processing words and writing.

When dysgraphia develops in adults, the cause is usually a stroke or other brain injury. In particular, injury to the brain's left parietal lobe may lead to dysgraphia. You have a right and left parietal lobe in the upper part of your brain. Each is associated with a range of skills, such as reading and writing, as well as sensory processing, including pain, heat, and cold.

Researchers are still learning the reasons why some children have learning disabilities, such as dysgraphia. Learning disabilities often run in families or are related to prenatal development, such as being born prematurely.

Children with dysgraphia often have other learning disabilities. For example, having attention-deficit hyperactivity disorder (ADHD) may raise the risk of having dysgraphia. That's because attention is closely linked to both writing and reading abilities.

Other learning disabilities associated with dysgraphia include dyslexia (trouble reading), and oral and written language (OWL) learning disability. OWL symptoms include trouble placing words in the right order in a sentence and difficulty remembering words.

Dyslexia is a reading disorder and dysgraphia is a writing disorder, but the conditions may sometimes be confused for one another. That's because people with dyslexia may also have problems with their writing and spelling.

It's possible to have both learning disabilities, but it's important to get a proper diagnosis so you know if one or both conditions require attention.

Diagnosing dysgraphia often requires a team of experts, including a physician and a licensed psychologist or other mental health professional trained in working with people who have learning disabilities. An occupational therapist, school psychologist, or a special education teacher may also help make the diagnosis.

For children, part of the diagnostic process may include an IQ test and an assessment of their academic work. Specific school assignments may also be examined.

For adults, examples of written work or written tests administered by a doctor may be evaluated. You will be observed as you write to look for fine motor skills problems. You may be asked to copy words from one source to another to help understand if there are language-processing problems.

Occupational therapy may be helpful in improving handwriting skills. Therapeutic activities may include:

holding a pencil or pen in a new way to make writing easier

working with modeling clay

tracing letters in shaving cream on a desk

drawing lines within mazes

doing connect-the-dots puzzles

There are also several writing programs that can help children and adults form letters and sentences neatly on paper.

If other learning disabilities or health issues are present, treatment options will need to address those conditions as well. Medications may be needed to treat ADHD, for example.

Living with dysgraphia

For some people, occupational therapy and motor skills training can help improve their writing ability. For others, it remains a lifelong challenge.

If you have a son or daughter with dysgraphia, it's important to work with your child's school and teachers on accommodations that are appropriate for this type of learning disability. Some classroom strategies that may help include:

a designated note taker in the classroom

use of a computer for notes and other assignments

oral exams and assignments, instead of written ones

extra time on tests and assignments

lesson or lecture notes provided by the teacher as printouts, recordings, or in digital form

pencils or other writing implements with special grips to make writing easier

use of wide-ruled or graph paper

And if you feel that the treatment you or children receive for dysgraphia isn't sufficient, don't give up. Look for other therapists or resources in your community that may help. You may need to be an aggressive advocate for your child, but keep in mind that there are laws and school policies designed to serve students with all types of learning challenges.

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Dysgraphia is a learning disability that can make it difficult for you or your child to write. It's different from dyslexia, though the two conditions can sometimes occur together. We explain symptoms, treatment options, and tips for helping you or your child to manage this condition.

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This resource provides an overview of dysgraphia. It discusses where the disorder came from and if it is other forms of different disorders. It also talks about the ways if affects people's lives.
Trinna Decker

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What is dysgraphia?

Dysgraphia is a neurological condition in which someone has difficulty turning their thoughts into written language for their age and ability to think, despite exposure to adequate instruction and education. Dysgraphia can present with many different symptoms at different ages. It's considered a learning difference.

Writing is a complex process that involves many skills and brain functions, including:

Fine motor skills.

Spatial perception (ability to perceive the space around you).

Working memory (ability to hold and manipulate information in your mind).

Orthographic coding (ability to form, store and recall letters, numbers and symbols).

Language processing.

Conceptualization.

Organization.

Because of this, dysgraphia is somewhat of a catch-all term to diagnose issues with writing and can be difficult to diagnose.

Dysgraphia generally appears when children are first learning to write. This is called developmental dysgraphia. People can also develop dysgraphia suddenly after some type of head or brain trauma. This is called acquired dysgraphia.

Dysgraphia is considered a "specific learning disorder" - more specifically, a "specific learning disorder in written expression."

Is dysgraphia a form of dyslexia?

Dyslexia and dysgraphia are two distinct neurological conditions, though they're easy to confuse because they share symptoms and often occur together.

Dyslexia is a learning difference that makes it harder for people to learn to read. If you have dyslexia, you may read more slowly or have trouble recognizing words. Often, people with dyslexia read at a lower level than expected. People with dyslexia may struggle to break words into sounds or relate letters to sounds when reading.

Dysgraphia involves difficulty with the act of writing. Difficulties can range from issues with physically writing words to issues with organizing and expressing thoughts in written form.

Is dysgraphia a form of autism?

Dysgraphia isn't a form of autism spectrum disorder (ASD). Though dysgraphia commonly occurs in people with autism, you can have dysgraphia without having autism.

Autism spectrum disorder is a neurodevelopmental condition characterized by:

Difficulties in social communication differences.

Deficits in social interactions.

Restricted, repetitive patterns of behavior, interests or activities.

Sensory problems.

Who does dysgraphia affect?

Dysgraphia can affect children and adults. As with many neurodevelopmental conditions, dysgraphia is more common in children assigned male at birth (AMAB) than in children assigned female at birth (AFAB).

You're more likely to have dysgraphia if other family members also have it, and dysgraphia is common in children with autism spectrum disorder (ASD) and/or attention deficit hyperactivity disorder (ADHD).

How common is dysgraphia?

Dysgraphia is common. Researchers estimate that 5% to 20% of people have dysgraphia. The estimated range is large because dysgraphia often goes undiagnosed or misdiagnosed.

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Dysgraphia: What It Is, Symptoms, Diagnosis & Treatment

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Dysgraphia is a neurological condition in which someone has difficulty with writing skills for their age despite exposure to adequate instruction.

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One of the possible causes of dysgraphia is result of an orthographic coding issue. The working memory combines the ability to permanently remember written words and how the fingers move in order to write the words. The brain struggles with processing words and writing them, even if they know how to read or spell.
Sometimes in adults the cause can be from. a stroke or brain injury of some kind. Usually it's when the left parietal lobe is injured.
Madison Schmitt

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The causes of Dysgraphia in adults can be caused by some form of trauma and usually associated with damage Parietal lobe of the brain. According to Psych Central, Dysgraphia in a child is unknown They may have difficulty learning how to write despite getting adequate instruction in school and having the appropriate cognitive level to learn.

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This resource discusses the specific aspects of dysgraphia. It talks about the symptoms, how it is diagnosed, how it is treated, and the causes. It is very detailed, and it gives the reader more resources to look into.
Trinna Decker

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Dysgraphia is a learning disability that results in impaired handwriting, impaired spelling, or both in someone of normal or above-average intelligence. It is not a mental health disorder, but rather a brain-based learning disability marked by difficulty forming letters, spelling words correctly, st…

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- neurological disorder - writing disability
- causes distorted writing
- use of the wrong words when trying to communicate
- people with this disability don't have any other social or academic struggles
- children find it difficult to keep up with notes - they sometimes miss big ideas
- writing at a pace slower than usual

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Some of the characteristics include not being able to spell correctly or capitalize. Mixing of cursive and print letters when writing. Writing is slow and the sizing and spacing of words in too large or small. There is difficulty with being able to visualize the words prior to writing them plus not being able to comfortable hold the writing utensil resulting to hand cramps. Some students may say the words out loud first or while writing them.
Madison Schmitt

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Do/Can any other disabilities exist in addition to this primary diagnosis?

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What are the academic, behavioral, or functional areas of struggle based on this disability?

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Identify challenges in the following areas:
- School
- Home
- Community
- Employment (for adults)
- Relationships
- Social and Emotional

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This week, you will be working in groups based upon your chosen disability. During each class, you will be given a set of criterion to follow to construct your own research and find resources to create a disability padlet. On Friday of this week, you will be teaching another group about your disability using the padlet you have created, which will lead into our second edition of the Who Am I? Demystification poster regarding Specific Learning Disabilities.

Tasks: Conduct your own research (I have given you a head start with the resource hub) on each of the subtopics for each day. As always, based on course policy, do not copy and paste. Quote, summarize, and paraphrase. For each subtopic, you will also be required to find two resources (videos, links, websites, pdfs, etc.) to assist and teach others. Provide a brief description for each of your resources as well.

Subtopics: In each subtopic, you will need the following:
- Defining, summarizing, quoting, or paraphrasing to give an understanding of each one.
- Two resources + an explanation of each one.