Dysgraphia

What is dysgraphia? Etymology: [Greek] “dys” (impaired) “graphia” (making letters form by hand) Diagnostic and Statistic Manual of Mental Disorders-5 (DSM-5) “an impairment in written expression” under “specific learning disorder” Individuals with Disabilities Education Act (IDEA) “specific learning disability”: issue with understanding or using language (spoken or written) difficult to listen, think, speak, read, write, spell, or do mathematical calculations

What causes dysgraphia? Language Disorders Motor Skill Deficits (Apraxia) Working Memory Genetic Links

difficulty converting phonemes (sounds of language) into graphemes (written form) write letters in reverse trouble recalling how letters are formed problem in knowing when to use lower of uppercase letters struggling how to write sentences with correct grammar and punctuation Language Disorders

Language Disorders Note: omitting words words ordered incorrectly incorrect verb and pronoun usage word ending errors Language Disorders Note: People with Dysgraphia may speak more easily and fluently than they write.

difficulty in performing the controlled fine motor skills needed for writing Apraxia impaired voluntary execution of a skilled motor movement single controlled movement (writing a single letter) sequence of movements (writing entire words) Motor Skill Deficits

Working Memory Genetic Links problem with Orthographic Coding ability to store unfamiliar written words in the working memory hard time remembering how to print or write a letter or word Genetic Links dysgraphia can run in families

How is dysgraphia manifested? Visual-Spatial difficulties Fine Motor difficulties Language Processing issues Spelling/Handwriting issues Grammar and Usage problems Organization of Written Language

Visual-Spatial difficulty trouble with shape-discrimination and letter spacing trouble organizing words on the page from left to right letters go in all directions letters and words run together on the page has a hard time writing on a line and inside margins has trouble reading maps, drawing or reproducing a shape copies text slowly Visual-Spatial difficulty They find it hard to replicate what they see on paper or on the board

has trouble holding a pencil correctly, tracing, cutting food, tying shoes, doing puzzles, texting and keyboarding is unable to use scissors well or to color inside the lines holds his wrist, arm, body or paper in an awkward position when writing Fine Motor difficulty People with dysgraphia have trouble using small muscles, like the ones in their hands They have an awkward grip when holding a pencil, crayon or pen

Language Processing issues trouble getting ideas down on paper quickly trouble understanding the rules of games has a hard time following directions loses his or her train of thought Language Processing issues people with dysgraphia have trouble doing task that require keeping track of how things look and connect they have difficulty organizing language in writing, even when ideas are clear to them

Spelling/ Hand-writing issues hard time understanding spelling rules trouble telling if a word is misspelled can spell correctly orally but makes spelling errors in writing spells words incorrectly and in many different ways has trouble using spell-check— and when he or she does, he or she doesn’t recognize the correct word Spelling/ Hand-writing issues

Spelling/ Hand-writing issues mixes upper- and lowercase letters blends printing and cursive has trouble reading his own writing avoids writing gets a tired or cramped handed when he writes erases a lot Spelling/ Hand-writing issues They have often struggle with the mechanics and aspects of writing including spelling This makes them feel frustrated and discouraged

Grammar and Usage problems doesn’t know how to use punctuation overuses commas and mixes up verb tenses doesn’t start sentences with a capital letter doesn’t write in complete sentences but writes in a list format writes sentences that “run on forever” Grammar and Usage problems

Organizing Written Language has trouble telling a story and may start in the middle leaves out important facts and details, or provides too much information assumes others know what he’s talking about uses vague descriptions writes jumbled sentences never gets to the point, or makes the same point over and over is better at conveying ideas when speaking Organizing Written Language

Pre- schoolers School-aged children Teenagers may be hesitant to write and draw say that they hate coloring Pre- schoolers may have illegible handwriting (mix of cursive and print) trouble writing in a line may print letters in uneven size and height may need to say words out loud before writing have trouble putting thoughts on paper School-aged children Teenagers may write in simple sentences may have more grammatical mistakes

Resources: https://www.understood.org/en/learning-attention- issues/child-learning- disabilities/dysgraphia/understanding-dysgraphia https://dsf.net.au/what-is-dysgraphia/