Dysgraphia is a learning disability that causes problems with handwriting and writing skills. It can impact both motor skills and orthographic abilities. There are three main types - dyslexic dysgraphia impacts spelling and handwriting legibility, motor dysgraphia is caused by poor fine motor skills, and spatial dysgraphia impacts understanding of space and drawing abilities. Symptoms include poor handwriting, slow writing speed, and difficulty translating ideas to text. It is diagnosed through analyzing writing samples and motor skills tests. Treatment focuses on strengthening motor skills through exercises and sometimes using assistive technology like computers. In schools, individualized education plans and accommodations can help students with dysgraphia.

1. Dysgraphia
Sometimes incorrectly spelt disgraphia, it is a difficulty in handwriting and its’ coherence. It
should be noted though that people with dysgraphia can often write on some level. It is a
transcription disability that is associated with handwriting that is impaired, impaired
orthographic coding and being incapable to simulate the movement of muscles required to
write. Often it overlaps attention deficit disorder, speech impairment or developmental
coordination disorder which are learning disabilities according to the Diagnostic and Statistical
Manual of Mental Disorders (DSM-IV). The DSM does not clarify if the writing reefers to motor
skills or if orthographic skills and spelling are included.
The 2 main stages in the action of writing are the linguistic and motor-expressive-praxic stage.
The first linguistic stage is about encoding of visual and auditory data into letters and symbols.
The motor stage is the articulation of the written words or graphemes. This 2nd
stage is
mediated by Exner’s witing area located in the frontal lobe.
Dysgraphia does not always involve problems with all fine motor skill. They can lack very basic
grammar and spelling and will at times write the incorrect word. This disorder is most obvious
when a child begins writing. Children, all the way into adulthood are all subject to dysgraphia.
Dysgraphia is sometimes confused with agraphia that is a result of brain injury due to stroke
or progressive illness.
Classification of dysgraphia
It is sometimes accompanied by other learning difficulties like dyslexia or ADHD or Attention-
Deficit/Hyperactivity Disorder, this will of course influence on the type of dysgraphia a person

2. has. There are 3 basic classification of dysgraphia where some individuals may have 2 or more
combinations where the symptoms vary from the bellow classifications.
Dyslexic dysgraphia
This is shown in the illegible and spontaneous writing where the copied work is good but their
spelling is lacking. Finger tapping speed which is a method of identifying fine motor problems,
is good showing that the deficit is unlikely to be from cerebellar damage.
Motor dysgraphia
This is caused by poor fine motor skills, unspecified motor clumsiness, poor muscle tone or
poor dexterity. It takes a long time to form letters as it causes arthritis tension of the hand.
Orally spelling is good but the finger tapping speed is bellow average revealing problems with
fine motor skills.
Spatial dysgraphia
There is a noticeable defect in understanding space. Normally their text is illegible and they
struggle with drawing. The spelling and finger tapping is a good indication of it unlikely being a
motor based problem.
Symptoms of dysgraphia
Often the symptoms are mistaken for laziness, lack of motivation or having delayed visual-
motor processing. A diagnosis will show a group of these symptoms but not necessarily all of
them.
-Might feel pain when writing
-Difficulties translating ideas to text and at times using incorrect words.
-Poor handwriting will interfere with written text.
-Illegible text
-Relays on vision and verbal cues to write
-Lack of attention to detail
-Slow in copying text
-Does not follow the pages margins or lines
-No consistency of letter sizes and some are left unfinished

3. -Mixes upper and lower cases
-Unusual, body, arm or wrist orientation when writing
-Fingers cramp while writing
“Dysgraphia is likely to cause emotional trauma over the fact that others cannot read their
writing and that their performance is below average”
Common are emotional problems like low self-esteem, higher anxiety, low self-efficacy, and
the final result can be depression. Often they put in more hard work although they feel it does
not pay off.
It is a hard to diagnose due to fact that it can happen at any age, level of intelligence or
gender. It should be noted that it is not related to a lower cognitive ability.
Often associated problems but not related are stress where in particular children, they will be
very frustrated with their writing and can even lead to stress related illnesses.
Causes of dysgraphia
This is a disorder that is based on genetics and the brain. Specifically the working memory. The
brain does not form the normal connections needed to write letters. There are also subtler
problems with orthographic coding, orthographic loop and graphmotor output by all functions
involved with writing.
Treatment of dysgraphia
There is a focus on helping control writing movements and the treatments vary and as long as
the teacher are well informed about the disorder, the use of educational therapy can show
results. At times impaired memory and neurological problems are addressed. Sometime it is
recommended by physicians to use a computer to replace handwriting. It is suggested by the
International Dyslexia Association to use kinesthetic memory by essentially overlearning how
to write and then later have them write with their eyes closed so as to reinforce the feeling of
writing the letters. Also there is a strong suggestion to use cursive handwriting as it solves the
issue with spacing between letters and has fewer reversible letters.

4. At facilities that specialize in learning disabilities, the clinicians can ascertain what is
appropriate for the person at the appropriate age. The clinicians will study the writing along
with the grip of the writing instruments, the posture and their finger tapping skills. Repeated
turning of the wrist also helps ascertain the fine motor skills.
Schooling
Presently in the US there is no special education for dysgraphic students. It is suggested by the
National Center for Learning Disabilities that each child be handled individually by the
Individualizes Education Program or be given individualized accommodation to give
alternative means of handing over their work and adjust tasks to better handle areas of
weakness. Also specialized instructions are suggested, that are individualized to each student.
The more specific the instructions the better. Older children are at times suggested to use a
computer to write so as to not have to go through the frustration of not keeping up with their
colleagues.
Berninger suggests that student decide if they will be focusing on manuscript writing or using
the keyboard. Regardless though, it is good that the students learn and be able to read cursive
writing used every day by the teachers. Oral tests are also more encouraged, causing less
frustration to the student.
As the difficulty of handwriting increases, there might be a 4% increase of students with
dysgraphia in primary grades and 20% in middle schools. This makes diagnosing the exact
number of individuals affected dysgraphia difficult. Overall, males are more likely impaired
with orthographic abilities, spelling, composing and handwriting as opposed to females.
The term “impairment in written expression” that falls under the “specific learning disorder”
category is what is used by psychologists and doctors when referring to dysgraphia. In the
DSM-5 manual it is also referred to in this way. To get special education services, an individual
must have an issue or description that is in the Individuals with Disabilities Education Act
(IDEA). IDEA does not use the word “dysgraphia” but does use it in the category “specific
learning disability”.
Assistivemart.com/top-ld-topics/dysgraphia.html