Understanding Dysgraphia
By Dr Jason McGowan (Ed.D)
In much earlier days of educational research, Dysgraphia was generally considered to be a difficulty with the motor aspect of handwriting. While this is still true, the definition has evolved to embrace the cognitive and processing difficulties associated with producing expressive language in print (writing). This article is an attempt to shed some light on how to understand struggles with expressive writing and how to assist children.
So, What is Dysgraphia?
Dysgraphia, also known as ‘Impairment in Written Expression’ or ‘Written Expression Disorder’, is a learning disorder that makes it difficult for people to communicate their ideas in writing.
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Dysgraphia is characterised by unusual levels of difficulty with grammar, punctuation and spelling. People with Dysgraphia usually have very good oral skills including a good spoken vocabulary and can even tell great stories but have significant trouble producing the same language in written text.
People with Dysgraphia usually report that, “I have great ideas but I can’t put them into writing in a way that other people can understand”. Their writing tends to be low in volume and high in mistakes.
Dysgraphia is understood to be a neurodevelopmental based difficulty and like Dyslexia, it is therefore considered to be lifelong. However, it is important to understand that while the ‘neurology’ of a learning disability may be present for life the functional predicament it causes can be significantly reduced.
What is Believed to be the Cause of Dysgraphia?
Like all disorders of learning, Dysgraphia is caused by ‘differences’ in specific areas of the brain. While it’s not as well-known as Dyslexia (but possibly better known than Dyscalculia) it is just as common. This means that between 12 and 15 percent of people likely have Dysgraphia.
Dysgraphia often co-exists with other learning challenges. The two most common are Dyslexia and disorders of attention (ADD and ADHD).
Signs that your Child May have Dysgraphia
Reading Difficulties
If a child has significant problems with reading, either with reading accuracy or reading fluency (or both) than it is highly probably that they will also have struggles with expressive writing.
Discrepancy Between Oral Language and Written Language
When children struggle with written expression, it doesn’t mean that they also have trouble expressing themselves when speaking. They might tell a story that’s well organized and detailed but it looks very different when they try to write it out.
The difficulties can show up in the following ways:
- Poor spelling
- Words are misused or have the wrong meaning
- The same words used over and over
- Basic grammar mistakes, like missing verbs or incorrect noun-verb agreement
- Sentences that simply don’t make sense
- Cannot build gist in an essay or fictional narrative
- Written work that seems incomplete
- Missing essential facts and details
- Slow writing and or poor handwriting
There are also behavioural signs:
- Making excuses and avoiding writing tasks
- Complaining about not being able to think of what to write or not knowing where to start
- Sitting for a long time at a desk without writing – procrastination
- Finishing a writing task quickly without giving it much thought or reflection
How is Dysgraphia Diagnosed
A diagnostic assessment by an appropriate professional is required. It is usually helpful to gather cognitive (intellect) information but unless there are specific concerns in this area this information is not imperative.
The most helpful type of assessments are those that combine the following two elements:
- Specific Testing of Written Language Proficiency
- Criteria Based Evaluation of Writing Samples
In terms of specific written language assessment, the Test of Written Language Four (TOWL-4) is considered to be the most comprehensive test for evaluating writing development. This test can be administered by a Psychologist, Educational Specialist, Speech Pathologist or Specialist Teacher with appropriate qualifications.
A Criteria-based Assessment of student writing samples is also very useful and can be performed formally to assist diagnosis or informally by teachers to monitor progress. It is best if the samples are gathered over a number of semesters so that useful comparisons can be made. The criteria is usually made up of the various known and acceptable writing conventions.
Most parents generally consider private assessment to be costly. However, it is the most thorough way to identify disorders of learning. The diagnostic data that is produced is usually helpful to teachers and a formal diagnosis can assist with formulating educational adjustments and learning support.
Managing Dysgraphia
Unlike the management of Dyslexia, there aren’t any explicit, structured or systematic interventions for Dysgraphia. However, there are many methodologies, teaching strategies and planning techniques that can be used to upskill students in communicative and expressive writing.
Assistive Technology can also be utilized to develop writing skills but also bypass the demands of writing when required.
Conclusion
Like Dyslexia, Dysgraphia has the potential to impact learning for years including well past school life. To achieve in most subjects requires a student to ‘hand-in’ a written product of some kind, whether that be a formal assay, a fictional narrative, poetry, letters, book reviews or science reports among others. Therefore, it is critical that students, while they are young, are introduced to expressive writing development and if there are difficulties this should be investigated sooner rather than later.
Sources and References
Websites (General)
- Auspeld: https://auspeld.org.au
- International Dyslexia Association: https://dyslexiaida.org
- Reading Rockets: https://readingrockets.org
- Understood: https://understood.org
Website Articles
(2008) Mody M and Silliman ER. Defining and Differentiating Dysgraphia, Dyslexia, and Language Learning Disability within a Working Memory Model. psycnet.apa.org. Access September 2024
(2024) Gail Berskey and Karen Wilson (Ph.D). What is Written Expression Disorder. understood.org. Accessed in September 2024
(2011) Nicolson RI, Fawcett AJ. Dyslexia, Dysgraphia, Procedural Learning and the Cerebellum pubmed.ncbi.nlm.nih.gov. Accessed in 2024
Articles
(2008) Maria Mody and Elaine R.Silliman. Brain, Behavior, and Learning in Language and Reading Disorders. New York: the Guilford Press.
(2019) Joan Sedita, written in ‘Keys to Literacy’. The Writing Rope: A Framework for Explicit Writing Instruction in All Subjects. (Brookes Publishing Company).
The Author
Jason McGowan (Ed.D) is a Private Educational Specialist in the areas of Specific Learning Disability and Literacy Intervention. He is Director of Literacy Care, Co-Director of The Child Development Network in Brisbane, Australia and Co-Founder and President of the Literacy Foundation for Children.
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