"At its broadest definition, dysgraphia is a disorder of writing ability at any stage, including problems with letter formation/legibility, letter spacing, spelling, fine motor coordination, rate of writing, grammar, and composition."                                                                             (Chung, P, 2020)

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The best interventions for dysgraphia require:

graphomotor skills,

executive functioning skills, and

language processing skills​

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                                                                                                   (Berninger and Wolf, 2016)   

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• Dysgraphia is a specific learning disability of written expression.

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• Like dyslexia, it can be an invisible disability. It often co-occurs with dyslexia.

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• Dysgraphia not only involves motor skills, such as handwriting, but also language skills.

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• Those with dysgraphia may struggle with letter and number formation and have difficulty producing legible characters automatically.

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• Handwriting involves multiple motor, sensory, cognitive, language, and attention / executive function processes.

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• Dysgraphia can overflow into areas such as math if a student transposes (or rearranges) numbers, writes them backwards, or can't keep work neat and orderly.

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• Poor handwriting is the most common symptom of dysgraphia, and students often struggle with spelling, grammar, and punctuation.

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• At school, problems are seen such as difficulty taking or copying notes, messy or incomplete answers on papers, and trouble starting and completing written assignments. 

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• People with dysgraphia often struggle to retrieve information they know to express in written form such as sentences or paragraphs.

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• Writing is a complex task that puts demands on working memory, retrieving information,

          attention, planning, and organizing.

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