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Dysgraphia

Dysgraphia is a learning disability that affects writing abilities. It can cause difficulties with handwriting, spelling, expression, organization, and fine motor skills. Dysgraphia is identified through assessments of learning strengths and weaknesses. It is important to identify dysgraphia because failure to do so can lead students to feel stressed if they think poor work is due to lack of effort rather than an underlying issue. There are different types of dysgraphia including language-based and non-language based varieties. Providing accommodations like extra time, note-taking assistance, and technology can help support those with dysgraphia.

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Marie Grace Taghap
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116 views3 pages

Dysgraphia

Dysgraphia is a learning disability that affects writing abilities. It can cause difficulties with handwriting, spelling, expression, organization, and fine motor skills. Dysgraphia is identified through assessments of learning strengths and weaknesses. It is important to identify dysgraphia because failure to do so can lead students to feel stressed if they think poor work is due to lack of effort rather than an underlying issue. There are different types of dysgraphia including language-based and non-language based varieties. Providing accommodations like extra time, note-taking assistance, and technology can help support those with dysgraphia.

Uploaded by

Marie Grace Taghap
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Yellow- put in the ppt and say it orally

Red- memorize or comprehend say it orally

What is Dysgraphia?
 Dysgraphia is an unexpected difficulty, a neurological disorder of written expression that
impairs writing ability and fine motor. It is a language disorder that affects your ability to
communicate clearly and accurately using written language
 A learning disability that affects children and adults and interferes with practically all
aspects of the writing process including spelling, legibility, word spacing, sizing and
expression
 Dysgraphia can occur by itself but it also can be seen with fine motor and sensory
difficulties, Dyslexia, ADD, ADHD
 Cause of this disorder is unknown but in adults, it is usually associated with damage to
the parietal lobe of the brain.
 Dysgraphia is most commonly diagnosed In children but it can also be diagnosed in
adults.
 For children Dysgraphia is usually present from the time that they first start learning to
write
 For adults Dysgraphia it is more commonly the result of a brain injury or stroke

How is Dysgraphia Identified?


 Similar to the assessment process of Dyslexia an assessment for Dysgraphia involves
careful consideration of the individual’s learning strengths and weaknesses, their
educational history the extent of their spelling and expressive writing difficulties and what
impact targeted remediation and support has had on their current academic
achievement levels
 Educational psychologists use series of tests to determine if a person has Dysgraphia.
These tests often include rapid automatized naming, spelling, orthographic processing,
expressive writing working memory and overall cognitive ability.

Why is Important to know about Dysgraphia?


 It’s important to know about Dysgraphia because if students and their teachers don’t
know about it, they may think that incomplete work is due to a student not trying or
studying.
 What’s really happening is that there is a discrepancy between what that student knows
and what they can get down on paper.
 Failure to recognize Dysgraphia can lead to a lot of stress for students and their true
ability not being recognized.

Warning Signs of Dysgraphia


- Having a bad handwriting doesn’t mean a person has dysgraphia since dysgraphia is
a PROCESSING DISORDER difficulties can change throughout a lifetime however
since writing is a developmental process children learn the motor skills needed to
write while learning the thinking skills needed to communicate on paper difficulties.

 Overlap tight awkward pencil grip and body position (picture)


 Eligible handwriting
 Avoiding writing or drawing tasks
 Tiring quickly while writing
 Saying words out loud while writing
 Unfinished words or omitted words in sentences
 difficulty organizing thoughts on people
 difficulty with the syntax structure and grammar
 large gap between written ideas and understanding demonstrated through speech

Types of Dysgraphia
Divide into two primary types
 Language based
 Non- Language based

 Language based dysgraphia refers to difficulties with spelling, word order, a disconnect
between one’s thoughts and the ability to put them on paper.
 Non-language based dysgraphia is more likely to result from fine motor skill difficulties in
these cases the language centers of the brain function within normal parameters but the
individual has difficulty controlling hand arm and finger muscles to produce legible
writing

Five factorized types of description that all impact the writing process

 Dyslexic Dysgraphia- as the writing goes on they typically they have less difficulty in
copying down existing texts however spelling is poor even though an individuals fine
motor skills are normal. A person with dyslexia dysgraphia does not necessarily have
dyslexia
 Motor Dysgraphia – due to deficient fire motor skills, poor dexterity (skill in performing
tasks, especially with the hands.) poor muscle tone and unspecified motor clumsiness.
Writing is often slanted due to holding a pen or pencil incorrectly. Written work including
copied work and drawings tend to be poor or eligible with extreme effort from the
students spelling abilities are usually within the normal range.
 Spatial Dysgraphia – due to a defect in the understanding of space. Difficulty staying
within the lines or piece of paper or using a correct amount of spacing between
words. All types of writing in this type of dysgraphia are usually illegible spelling skills
are not typically impaired
 Phonological Dysgraphia – characterized by writing and spelling disturbances in
which the spelling of unfamiliar words, non-words and fanatically irregular words are
impaired, unable to hold foreigns in memory and blend them in their appropriate
sequence to produce the target word
 Lexical Dysgraphia – a person can spell but relies on standard sound to little patterns
with misspelling of irregular words. More common in language such as English and
French which is less phonetic than a language such as Spanish. Very rare in children

Note: some children may have one type of dysgraphia

Supporting and helping people with Dysgraphia


 Can be helped a lot by technology, and the right expectations and accommodations and
sometimes therapy
Note: Dysgraphia doesn’t just affect English class but in every class because writing is required
for taking notes
 Each type of strategy should be considered when planning instruction and support
 Students with Dysgraphia should have other ways for their knowledge thinking and
ability to be recognized
 For teachers the most common ways to help them include
 Reduce the quantity of written work.
 Allow extra time (it may be a lot of extra time in some cases
 Allow students to type or dictate or use other type of technology such as voice to text
software to remove the burden of handwriting
 Assign a designated note taker or allow them to record lectures.
 Providing templates and more scaffolding for written tasks
 explicit instruction in phonics and spelling
 Allowing alternative assessment practices such as oral assessments and
presentations
 Let your student know that you have heard a bit about dysgraphia and would like to
help. Let them know that there are a lot of school work that won’t be easy but
together you will find ways to help

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