Dysgraphia is a word of Greek origin:
graph: to write/writing
ia: a condition, a state of
Dysgraphia is a learning difference which manifests in illegible and/or inefficient handwriting due to difficulties with letter formation. It is typically the result of deficits in graphomotor function (hand movements used for writing) and/or the storage and retrieval of letter forms (orthographic coding). This means that transferring the word into written form is difficult. Planning sequential finger movements is another element that may be affected by Dysgraphia. A child with a diagnosis of Dysgraphia may experience difficulty in one or both of these processes.
It is important to note that writing is a complex language task dependent upon multiple language skills, working memory, graphomotor skills, and processing speed (Graham, Harris, & McKeown, 2013). Often spelling and the ability to express oneself in writing may be impacted by Dysgraphia.
Dysgraphia is best defined as a neurodevelopmental difficulty and can be hereditary. It can affect children of all ages and ranges of ability.
If you feel your child struggles with written output, despite what appears to be an abundance of ideas or creative thinking on their part, then you may wish to explore your child’s learning challenges further. When you contact ChiLD, we will send you an Intake Form asking you some general questions about your child. We will then contact you for a consultation and at this time we will send you screening questionnaires. During this consultation you will have the opportunity to tell us about you, your family and your child; and the challenges your child is facing. Then, we will carry out further assessments which are used to diagnose Dysgraphia, gather information from school, and provide you with a comprehensive report. Following the report, we would encourage you to arrange a ‘Team Around the Child’ consisting of the adults and specialists who work with your child, to share the findings and to discuss what strategies and provision should be put into place, to best support your child.
Graham, S., Harris, K. R., & McKeown, D. (2013). The writing of students with LD and a meta-analysis of SRSD writing intervention studies: Redux. Handbook of learning disabilities, 2, 405-438.