Discover effective strategies to understand and assist children with dysgraphia. Enhance support for those facing writing challenges.
Gawish, A (2022, October 13). Dysgraphia: A teachers guide. Retrieved from https://www.structural-learning.com/post/dysgraphia
Along with dyslexia and dyscalculia, dysgraphia is one of the most common learning disabilities. A child with this deficit may also be experiencing other specific learning difficulties that are impacting their academic and social development. In this post, we'll talk about dysgraphia, a form of specific learning difficulty.
Developmental dysgraphia is a neurological disorder that affects writing skills. Children who suffer from dysgraphia may experience difficulties with handwriting, spelling, grammar, punctuation, and sentence structure.Pupils with dysgraphia often struggle with writing tasks because they lack the ability to control fine motor movements required to produce letters and words. They may be unable to form letters correctly, or they may not be able to recognize letter shapes when they see them. Children may also have trouble organizing thoughts and ideas into coherent sentences. This makes it hard for them to express themselves clearly and effectively.
Some students with dysgraphia may be able to use computers and other technology to communicate, but they still face challenges expressing themselves through written communication.
There is a distinction between dysgraphia, which is a problem with writing skills, and the inability of the child to communicate their ideas in writing. "Written expression disorder" is the term used to describe such kind of impairment. This indicates that the young person is having trouble putting their thoughts into writing.
There is also a distinction between dysgraphia, which is difficulty with writing, and agraphia, which is entire lack of writing ability caused by a brain injury or disease.
A child with dysgraphia might have a slower writing pace compared to their age milestone. That will have an impact on how they write down their ideas. They will also struggle with spelling, which will make it more difficult for them to form the letters in words. Because of their slower writing pace, they are having trouble putting their thoughts into words in this situation. Not because the child has problems organizing their thoughts into writing.
Furthermore, some students may have writing difficulties not because they have dysgraphia, but because they have developmental coordination disorder (DCD), which affects both gross and fine motor skills.
The intelligence of the children is unaffected by dysgraphia. The main source of the difficulty is a motor skills issue. Support and accommodations at home and school can help to improve that.
Developmental dysgraphia differs from dyslexia in certain ways. Children with dyslexia may struggle with their reading skills, but because both dysgraphia and dyslexic symptoms might be similar to each other, such as spelling difficulties, it is possible to confuse one of these learning disorders with the other. A child could experience both problems. As a result, it's crucial to handle the child's case individually. One child may have dyslexia and ADHD, whilst another child may have dyslexia and dyscalculia. Therefore, it's crucial to address each child's difficulty with individual provision.
Children with dysgraphia have been shown to have problems with two cognitive abilities: auditory and visual processing.
Dysgraphia affects 5% to 20% of all children. Learning disabilities such as dysgraphia, dyslexia, and dyscalculia are more likely in children with attention-deficit hyperactivity disorder (ADHD) or ADD.
Dysgraphia, as previously stated, is primarily concerned with learning difficulties with writing skills. It is difficult to detect or recognize learning disabilities at an early age. Even if there are symptoms, most testing is performed when the child is 6 or 7 years old. If a child of four years old is still struggling with writing or reading skills, this could be a warning sign. On the other hand, the child may just need more time to master this ability. As a result, most learning disabilities are formally diagnosed by the age of six.
However, it is critical to recognize these indicators and create an early intervention objective for the abilities that must be improved.
Many warning indicators that a child may have dysgraphia are as follows:
Not all of these symptoms will be seen in the child. It varies from child to child, and these symptoms can sometimes be linked to other learning issues. However, it is critical to monitor these indications and act accordingly until a formal assessment of the child can be performed.
There are various types of dysgraphia. To comprehend what the child is suffering from, it is necessary to have a general understanding of those sorts. Although a formal diagnosis is necessary, but having a general awareness of dysgraphia may benefit the child's progress.
Dysgraphia is classified into five types:
1. Dyslexic Dysgraphia:
This sort of dysgraphia has trouble with written work; they have difficulty writing in a clear manner. However, their copying skills would be at an average level and readable. Spelling skills may be impacted in this instance. They have difficulty writing alone. For example, children may find it difficult to write the word "cat" on their own. They will, however, be able to copy it clearly. Fine motor abilities are normally in this type.
It is important to note that just because a child has dyslexia dysgraphia does not mean he or she is dyslexic. Dyslexia is another type of learning disability, but this one is called "dyslexia dysgraphia." 'Butter', for example, is one word, and 'fly' is another. When I combine the two words, they form the word 'butterfly.' This is the case with dyslexia dysgraphia type.
Here is an example of dyslexia dysgraphia:
2. Motor Dysgraphia:
In this type the child may have poor pencil grip and fine motor skills. Although it may take more time and effort, the child may be able to write letters and numbers in the correct formation. Spelling abilities are unaffected by this type of dysgraphia and is usually at an average range.
3. Spatial Dysgraphia:
Usually, a visual-spatial impairment is connected to this kind of dysgraphia. A child can deal with direction, size, shapes, distance, and time with the help of their visual-spatial skills. For instance, determining the distance between objects. As a result, the child's written and coping skills may be unclear, but his or her spelling skills and finger-tapping speed will not be affected. The child may struggle with using spaces between lines, words, and letters. In addition to that having difficulty following the line.
4- Phonological Dysgraphia:
The difficulties with spelling and writing are related to this sort of dysgraphia. In this situation, the child might struggle to write words using phonetic knowledge and may have trouble writing words that are unknown to them. The child could also struggle to remember phonemes and combine words correctly. For instance, the word "h-a-t" could be pronounced as "h-t-a."
5- Lexical Dysgraphia:
If the sounds and letter patterns are presented and linked in an uncomplicated manner, the child has normal spelling ability. However, the child may struggle to spell irregular words like "was," "said," and so on.
There are various sorts of tests used to diagnose dysgraphia. This section will go over more of these tests.
1- Assess the Mechanics of Writing
Fourth Edition of Witten Language (TWOL-4). It primarily assesses the child's ability to write sentences logically, employing vocabulary, spelling, and punctuation. This test can be performed as early as the age of nine.
WJ IV and WIAT-III are two other comparable tests.
This test is crucial because if the student lacks to apply or retain the taught principles of punctuation, grammar, and spelling, writing will be difficult to them to write their thoughts and the reader will have a hard time understanding the student's ideas.
2- Assess the Thematics
Fourth Edition of Written Language (TOWL-4). At the age of nine, this exam can be administered. It primarily assesses the child's written composition abilities, sentence structure, vocabulary, and narrative composing abilities. Additionally, it evaluates the child's command of spelling, grammar, punctuation, and vocabulary.
The writing sample subtest of the Woodcock-Johnson IV Test of Achievement (WJ IV) and the essay composition section of the Wechsler Individual Achievement Test—Third Edition (WIAT—III) are tests that are comparable to it. At school age, any student can take any of these exams.
This test is significant because it assesses writing abilities and allows the child to express their opinions in writing. Understanding the sort of learning difficulty requires understanding the child's writing skills. As previously stated, there are five types of dysgraphia, and difficulties with writing might be caused by any of them.
3- Assess Fine Motors Skills
Grooved Pegboard is a test that can be used to evaluate fine motor skills. This test is suitable for children aged 5 to 18. This exam primarily assesses the strength of the hand's tiny muscles, in addition to eye-hand coordination skills. Similar tests include the Purdue Pegboard, which may be administered to children aged 5 to 18, and the NEPSY-II Visuomotor Precision subtests, which can be administered to children aged 3 to 16.
One of the most common reasons of dysgraphia is a deficit with fine motor skills. Better motor abilities enable the child to hold a pencil or an object. Slower muscle tones or physical problems can make writing process difficult. The assessor will collect the results of each test after completing them, together with the findings of any additional tests. A test that evaluates expressive language abilities, such as oral vocabulary, need to be done. It might take a few weeks to complete each of these assessments, after which the assessor would collect all of the data to write the final report.
Supporting students with dysgraphia in the classroom requires thoughtful adjustments that cater to their specific needs. Below are seven strategies to foster inclusivity and help these students thrive.
By applying these strategies, teachers can support nonfiction writers and pupils working with informational texts, helping them overcome challenges while building confidence and independence in the classroom.
For learners with dysgraphia, schools can provide effective support by addressing the root causes of the disorder. Dysgraphia affects a person's ability to write due to difficulties with their spatial perception, writing movements and slow writing speed. Linguistic dysgraphia, a type of dysgraphia, can also impact executive functions and spatial planning, affecting a student's ability to express their thoughts in writing. As such, schools can support these learners by providing them with specialized assistance from special education teachers and professional school psychologists.
Schools can also provide interventions aimed at addressing the difficulty of handwriting in children with dysgraphia. For example, they can provide exercises focused on the development of motor skills, visual-spatial perception, and writing movements. The support must be personalized to each individual's needs and challenges by creating an individualized education plan (IEP). This includes identifying specific goals, objectives, and action plans for each child.
Finally, creating a positive learning environment where children with neurodevelopmental disorders feel comfortable and supported is crucial. Providing assistive technology, such as voice-to-text programs or dictation software, can also help to mitigate the effects of dysgraphia. In sum, schools can help support children with dysgraphia by working with them, their families, and their healthcare providers to provide specialized interventions that meet their unique needs, while also creating a supportive and inclusive learning environment.
These studies collectively highlight the significance of early diagnosis, targeted intervention, and the role of technology and occupational therapy in managing and improving handwriting skills in children with dysgraphia.
1. Handwriting development in grade 2 and grade 3 primary school children with normal, at risk, or dysgraphic characteristics (A. Overvelde & W. Hulstijn, 2011)
Summary: This longitudinal study found that dysgraphia significantly decreased from 37% to 6% from grade 2 to grade 3. Handwriting quality improved substantially in at-risk and dysgraphic children, indicating that consistent dysgraphia needs thorough evaluation for appropriate diagnosis.
Outline: The study emphasizes the importance of early assessment of handwriting skills and the role of occupational therapists in addressing illegible handwriting and motor control issues among young children with learning disorders.
2. To develop an occupational therapy kit for handwriting skills in children with dysgraphia and study its efficacy: A single-arm interventional study (Monika Verma, R. Begum, & Richa Kapoor, 2019)
Summary: The study demonstrated significant improvements in handwriting skills among children with dysgraphia using an occupational therapy kit based on the Handwriting Without Tears methodology, particularly in younger children and boys.
Outline: The intervention focused on multisensory activities and fine-motor skills, showing the effectiveness of targeted handwriting instruction and assessment of handwriting by occupational therapists to address messy handwriting and developmental motor disorders.
3. Automated human-level diagnosis of dysgraphia using a consumer tablet (Thibault Asselborn et al., 2018)
Summary: Utilizing a digital tablet, the study developed an automated tool for diagnosing dysgraphia with high accuracy (96.6% sensitivity, 99.2% specificity), emphasizing the tool's potential for scalable, low-cost, and objective assessment of handwriting.
Outline: The research highlights the use of technology in identifying motor control issues and handwriting difficulties, offering a modern approach for early diagnosis and intervention in educational and clinical settings.
4. Occupational Therapy for Children with Handwriting Difficulties: A Framework for Evaluation and Treatment (Sidney Chu, 1997)
Summary: This paper presents a framework for occupational therapists to evaluate and treat handwriting difficulties in children, focusing on the integration of motor, sensory, perceptual, and cognitive functions.
Outline: The article discusses the comprehensive assessment of handwriting and the development of remedial programs, stressing the critical role of occupational therapists in improving handwriting skills and addressing poor handwriting in children with learning disorders.
5. Identification and Rating of Developmental Dysgraphia by Handwriting Analysis (J. Mekyska et al., 2017)
Summary: The study proposed an automated method for diagnosing and rating developmental dysgraphia using handwriting analysis, achieving high accuracy through digital parameterization of handwriting features.
Outline: The paper underscores the importance of early identification of dysgraphia and the potential for digital tools to provide detailed assessments of handwriting, aiding in the development of personalized intervention strategies for children with motor control and handwriting issues.
Reference:
https://www.additudemag.com/what-is-dysgraphia-understanding-common-symptoms/
https://my.clevelandclinic.org/health/diseases/23294-dysgraphia
https://www.healthline.com/health/what-is-dysgraphia#symptoms
https://www.medicalnewstoday.com/articles/dysgraphia#dysgraphia-symptoms
https://www.occupationaltherapy.com/articles/dysgraphia-101-introduction-and-strategies-5327
https://www.yourtherapysource.com/blog1/2018/02/12/dysgraphia-types-symptoms-and-how-to-help/
https://www.ehow.co.uk/facts_6402615_difference-between-agraphia-dysgraphia.html
Along with dyslexia and dyscalculia, dysgraphia is one of the most common learning disabilities. A child with this deficit may also be experiencing other specific learning difficulties that are impacting their academic and social development. In this post, we'll talk about dysgraphia, a form of specific learning difficulty.
Developmental dysgraphia is a neurological disorder that affects writing skills. Children who suffer from dysgraphia may experience difficulties with handwriting, spelling, grammar, punctuation, and sentence structure.Pupils with dysgraphia often struggle with writing tasks because they lack the ability to control fine motor movements required to produce letters and words. They may be unable to form letters correctly, or they may not be able to recognize letter shapes when they see them. Children may also have trouble organizing thoughts and ideas into coherent sentences. This makes it hard for them to express themselves clearly and effectively.
Some students with dysgraphia may be able to use computers and other technology to communicate, but they still face challenges expressing themselves through written communication.
There is a distinction between dysgraphia, which is a problem with writing skills, and the inability of the child to communicate their ideas in writing. "Written expression disorder" is the term used to describe such kind of impairment. This indicates that the young person is having trouble putting their thoughts into writing.
There is also a distinction between dysgraphia, which is difficulty with writing, and agraphia, which is entire lack of writing ability caused by a brain injury or disease.
A child with dysgraphia might have a slower writing pace compared to their age milestone. That will have an impact on how they write down their ideas. They will also struggle with spelling, which will make it more difficult for them to form the letters in words. Because of their slower writing pace, they are having trouble putting their thoughts into words in this situation. Not because the child has problems organizing their thoughts into writing.
Furthermore, some students may have writing difficulties not because they have dysgraphia, but because they have developmental coordination disorder (DCD), which affects both gross and fine motor skills.
The intelligence of the children is unaffected by dysgraphia. The main source of the difficulty is a motor skills issue. Support and accommodations at home and school can help to improve that.
Developmental dysgraphia differs from dyslexia in certain ways. Children with dyslexia may struggle with their reading skills, but because both dysgraphia and dyslexic symptoms might be similar to each other, such as spelling difficulties, it is possible to confuse one of these learning disorders with the other. A child could experience both problems. As a result, it's crucial to handle the child's case individually. One child may have dyslexia and ADHD, whilst another child may have dyslexia and dyscalculia. Therefore, it's crucial to address each child's difficulty with individual provision.
Children with dysgraphia have been shown to have problems with two cognitive abilities: auditory and visual processing.
Dysgraphia affects 5% to 20% of all children. Learning disabilities such as dysgraphia, dyslexia, and dyscalculia are more likely in children with attention-deficit hyperactivity disorder (ADHD) or ADD.
Dysgraphia, as previously stated, is primarily concerned with learning difficulties with writing skills. It is difficult to detect or recognize learning disabilities at an early age. Even if there are symptoms, most testing is performed when the child is 6 or 7 years old. If a child of four years old is still struggling with writing or reading skills, this could be a warning sign. On the other hand, the child may just need more time to master this ability. As a result, most learning disabilities are formally diagnosed by the age of six.
However, it is critical to recognize these indicators and create an early intervention objective for the abilities that must be improved.
Many warning indicators that a child may have dysgraphia are as follows:
Not all of these symptoms will be seen in the child. It varies from child to child, and these symptoms can sometimes be linked to other learning issues. However, it is critical to monitor these indications and act accordingly until a formal assessment of the child can be performed.
There are various types of dysgraphia. To comprehend what the child is suffering from, it is necessary to have a general understanding of those sorts. Although a formal diagnosis is necessary, but having a general awareness of dysgraphia may benefit the child's progress.
Dysgraphia is classified into five types:
1. Dyslexic Dysgraphia:
This sort of dysgraphia has trouble with written work; they have difficulty writing in a clear manner. However, their copying skills would be at an average level and readable. Spelling skills may be impacted in this instance. They have difficulty writing alone. For example, children may find it difficult to write the word "cat" on their own. They will, however, be able to copy it clearly. Fine motor abilities are normally in this type.
It is important to note that just because a child has dyslexia dysgraphia does not mean he or she is dyslexic. Dyslexia is another type of learning disability, but this one is called "dyslexia dysgraphia." 'Butter', for example, is one word, and 'fly' is another. When I combine the two words, they form the word 'butterfly.' This is the case with dyslexia dysgraphia type.
Here is an example of dyslexia dysgraphia:
2. Motor Dysgraphia:
In this type the child may have poor pencil grip and fine motor skills. Although it may take more time and effort, the child may be able to write letters and numbers in the correct formation. Spelling abilities are unaffected by this type of dysgraphia and is usually at an average range.
3. Spatial Dysgraphia:
Usually, a visual-spatial impairment is connected to this kind of dysgraphia. A child can deal with direction, size, shapes, distance, and time with the help of their visual-spatial skills. For instance, determining the distance between objects. As a result, the child's written and coping skills may be unclear, but his or her spelling skills and finger-tapping speed will not be affected. The child may struggle with using spaces between lines, words, and letters. In addition to that having difficulty following the line.
4- Phonological Dysgraphia:
The difficulties with spelling and writing are related to this sort of dysgraphia. In this situation, the child might struggle to write words using phonetic knowledge and may have trouble writing words that are unknown to them. The child could also struggle to remember phonemes and combine words correctly. For instance, the word "h-a-t" could be pronounced as "h-t-a."
5- Lexical Dysgraphia:
If the sounds and letter patterns are presented and linked in an uncomplicated manner, the child has normal spelling ability. However, the child may struggle to spell irregular words like "was," "said," and so on.
There are various sorts of tests used to diagnose dysgraphia. This section will go over more of these tests.
1- Assess the Mechanics of Writing
Fourth Edition of Witten Language (TWOL-4). It primarily assesses the child's ability to write sentences logically, employing vocabulary, spelling, and punctuation. This test can be performed as early as the age of nine.
WJ IV and WIAT-III are two other comparable tests.
This test is crucial because if the student lacks to apply or retain the taught principles of punctuation, grammar, and spelling, writing will be difficult to them to write their thoughts and the reader will have a hard time understanding the student's ideas.
2- Assess the Thematics
Fourth Edition of Written Language (TOWL-4). At the age of nine, this exam can be administered. It primarily assesses the child's written composition abilities, sentence structure, vocabulary, and narrative composing abilities. Additionally, it evaluates the child's command of spelling, grammar, punctuation, and vocabulary.
The writing sample subtest of the Woodcock-Johnson IV Test of Achievement (WJ IV) and the essay composition section of the Wechsler Individual Achievement Test—Third Edition (WIAT—III) are tests that are comparable to it. At school age, any student can take any of these exams.
This test is significant because it assesses writing abilities and allows the child to express their opinions in writing. Understanding the sort of learning difficulty requires understanding the child's writing skills. As previously stated, there are five types of dysgraphia, and difficulties with writing might be caused by any of them.
3- Assess Fine Motors Skills
Grooved Pegboard is a test that can be used to evaluate fine motor skills. This test is suitable for children aged 5 to 18. This exam primarily assesses the strength of the hand's tiny muscles, in addition to eye-hand coordination skills. Similar tests include the Purdue Pegboard, which may be administered to children aged 5 to 18, and the NEPSY-II Visuomotor Precision subtests, which can be administered to children aged 3 to 16.
One of the most common reasons of dysgraphia is a deficit with fine motor skills. Better motor abilities enable the child to hold a pencil or an object. Slower muscle tones or physical problems can make writing process difficult. The assessor will collect the results of each test after completing them, together with the findings of any additional tests. A test that evaluates expressive language abilities, such as oral vocabulary, need to be done. It might take a few weeks to complete each of these assessments, after which the assessor would collect all of the data to write the final report.
Supporting students with dysgraphia in the classroom requires thoughtful adjustments that cater to their specific needs. Below are seven strategies to foster inclusivity and help these students thrive.
By applying these strategies, teachers can support nonfiction writers and pupils working with informational texts, helping them overcome challenges while building confidence and independence in the classroom.
For learners with dysgraphia, schools can provide effective support by addressing the root causes of the disorder. Dysgraphia affects a person's ability to write due to difficulties with their spatial perception, writing movements and slow writing speed. Linguistic dysgraphia, a type of dysgraphia, can also impact executive functions and spatial planning, affecting a student's ability to express their thoughts in writing. As such, schools can support these learners by providing them with specialized assistance from special education teachers and professional school psychologists.
Schools can also provide interventions aimed at addressing the difficulty of handwriting in children with dysgraphia. For example, they can provide exercises focused on the development of motor skills, visual-spatial perception, and writing movements. The support must be personalized to each individual's needs and challenges by creating an individualized education plan (IEP). This includes identifying specific goals, objectives, and action plans for each child.
Finally, creating a positive learning environment where children with neurodevelopmental disorders feel comfortable and supported is crucial. Providing assistive technology, such as voice-to-text programs or dictation software, can also help to mitigate the effects of dysgraphia. In sum, schools can help support children with dysgraphia by working with them, their families, and their healthcare providers to provide specialized interventions that meet their unique needs, while also creating a supportive and inclusive learning environment.
These studies collectively highlight the significance of early diagnosis, targeted intervention, and the role of technology and occupational therapy in managing and improving handwriting skills in children with dysgraphia.
1. Handwriting development in grade 2 and grade 3 primary school children with normal, at risk, or dysgraphic characteristics (A. Overvelde & W. Hulstijn, 2011)
Summary: This longitudinal study found that dysgraphia significantly decreased from 37% to 6% from grade 2 to grade 3. Handwriting quality improved substantially in at-risk and dysgraphic children, indicating that consistent dysgraphia needs thorough evaluation for appropriate diagnosis.
Outline: The study emphasizes the importance of early assessment of handwriting skills and the role of occupational therapists in addressing illegible handwriting and motor control issues among young children with learning disorders.
2. To develop an occupational therapy kit for handwriting skills in children with dysgraphia and study its efficacy: A single-arm interventional study (Monika Verma, R. Begum, & Richa Kapoor, 2019)
Summary: The study demonstrated significant improvements in handwriting skills among children with dysgraphia using an occupational therapy kit based on the Handwriting Without Tears methodology, particularly in younger children and boys.
Outline: The intervention focused on multisensory activities and fine-motor skills, showing the effectiveness of targeted handwriting instruction and assessment of handwriting by occupational therapists to address messy handwriting and developmental motor disorders.
3. Automated human-level diagnosis of dysgraphia using a consumer tablet (Thibault Asselborn et al., 2018)
Summary: Utilizing a digital tablet, the study developed an automated tool for diagnosing dysgraphia with high accuracy (96.6% sensitivity, 99.2% specificity), emphasizing the tool's potential for scalable, low-cost, and objective assessment of handwriting.
Outline: The research highlights the use of technology in identifying motor control issues and handwriting difficulties, offering a modern approach for early diagnosis and intervention in educational and clinical settings.
4. Occupational Therapy for Children with Handwriting Difficulties: A Framework for Evaluation and Treatment (Sidney Chu, 1997)
Summary: This paper presents a framework for occupational therapists to evaluate and treat handwriting difficulties in children, focusing on the integration of motor, sensory, perceptual, and cognitive functions.
Outline: The article discusses the comprehensive assessment of handwriting and the development of remedial programs, stressing the critical role of occupational therapists in improving handwriting skills and addressing poor handwriting in children with learning disorders.
5. Identification and Rating of Developmental Dysgraphia by Handwriting Analysis (J. Mekyska et al., 2017)
Summary: The study proposed an automated method for diagnosing and rating developmental dysgraphia using handwriting analysis, achieving high accuracy through digital parameterization of handwriting features.
Outline: The paper underscores the importance of early identification of dysgraphia and the potential for digital tools to provide detailed assessments of handwriting, aiding in the development of personalized intervention strategies for children with motor control and handwriting issues.
Reference:
https://www.additudemag.com/what-is-dysgraphia-understanding-common-symptoms/
https://my.clevelandclinic.org/health/diseases/23294-dysgraphia
https://www.healthline.com/health/what-is-dysgraphia#symptoms
https://www.medicalnewstoday.com/articles/dysgraphia#dysgraphia-symptoms
https://www.occupationaltherapy.com/articles/dysgraphia-101-introduction-and-strategies-5327
https://www.yourtherapysource.com/blog1/2018/02/12/dysgraphia-types-symptoms-and-how-to-help/
https://www.ehow.co.uk/facts_6402615_difference-between-agraphia-dysgraphia.html
