Dysgraphia

Related: Dysgraphia, Symptoms, More TagsDiagnosis, Treatment, Management, Children with Learning Disabilities, School, Fewer Tags

by Eileen Bailey
Tuesday, April 14, 2009

Dysgraphia is a learning disability impacting writing abilities. Although dysgraphia is characterized by poor handwriting, it involves more than just handwriting skills. Other areas that may cause difficulties for people with dysgraphia include spelling and trouble expressing thoughts on paper.

As with some other learning disabilities, there are no clearly defined criteria for evaluating and diagnosing dysgraphia. Diagnosing dysgraphia is, therefore, a subjective process. Most schools, however, do not test for specific learning disabilities but instead evaluate a student for the need for special education services.

Some specific areas people with dysgraphia may have a problem with include: 

• Writing with letters different sizes, disproportionately sized and incorrectly spaced letters
• Using the wrong word in writing
• Problems with spelling including letter reversals, spelling phonetically, omission or letters or syllables or words
• Problems with punctuation
• Illegible handwriting, may use both cursive and printing, even within same word
• Holding pencil or pen with unusual grip
• Writing slowly
• Speaking the words as they are written 

People with dysgraphia may have strong verbal skills but experience problems when trying to put the same thoughts on paper.

Some people with dysgraphia may have additional learning disabilities but often do not experience problems in social situations. Problems in academic areas could be a result of not being able to take notes, problems with spelling and writing or could be a combination of dysgraphia and other learning disabilities.

Some strategies parents and teachers can use to help a student with dysgraphia are:

• Have the student practice handwriting every day. Even when a student is able to use a computer for assignments and class work, there may be times writing something down is necessary. 
• Allow student to use a computer to complete class work and homework. As the student practices typing, this will be an easier, more accurate and quicker way to complete assignments. 
• Allow the student to use a spellchecker, but encourage editing as well. (Speaking spell checkers are available and may be quite useful.) 
• Have the student write an outline before writing an assignment. Students should plan, outline, write a rough draft and then write a final draft. This process will help him or her to organize thoughts. 
• Have the student use a tape recorder. The student can record their ideas and use the recording later to help in developing a writing assignment. In addition, a tape recorder can be used to keep track of homework assignments rather than writing them in a notebook and not being able to read what the assignment is later. 
• Allow the student to talk aloud while writing. Following his or her own voice can sometimes help in writing. 
• Provide extra time for writing assignments. 
• Provide the student with written notes of what will be covered in class or with "partial" notes, allowing the student to fill in missing information during class. 
• Have a fellow student share notes. 
• Give oral tests rather than written. 
• Omit grading on the basis of handwriting or spelling. 
• Provide graph paper for math. 
• Consider speech recognition software for severe cases. 
• Break writing assignment down into: ideas, outlining, rough draft and final draft, providing a grade for each step. 
• Allow a student to write in a way comfortable to him or her. 
• Add additional strategies for learning spelling, such as speaking each word out loud, spelling it out loud, then spell it again out loud without looking at the word. 
• Break spelling lists down into 5 words at a time, even if 5 words are provided on Monday and an additional 5 on Wednesday. 

As always, it is important to be patient and understanding. Praise a child's hard work and help the student focus on their strengths.