Dysgraphia is a writing disability. Children have trouble handwriting: writing fast enough, forming letters clearly, and holding a writing tool.
In order for a student to qualify for special education services, the student must have a disorder named in the Individuals with Disabilities Education Act. Dysgraphia is not named. However, dysgraphia is described under the category “specific learning disability.” An assertive parent or teacher could make a case for the child’s being formally tested by a licensed psychologist or school psychologist.
Signs of dysgraphia are many, making it hard to diagnose. But here are some common signs. Not all children will show each sign, and showing one or two signs does not mean a child has dysgraphia.
- Has trouble with letter spacing and spacing between words.
- Writes letters which go in all directions.
- Writes letters of various sizes within the same word.
- Writes letters and words which jam together.
- Leaves words unfinished and omits words.
- Has trouble writing on lines.
- Holds a pencil awkwardly.
- Holds the arm, wrist and shoulder awkwardly when writing.
- Writes slowly.
- Loses her train of thought before she has finished a sentence.
- Has trouble thinking and writing at the same time.
- Says words out loud while writing.
- Has trouble following directions.
- Has more trouble spelling when writing than when speaking.
- Mixes upper case and lower case letters in the same word.
- Finds her own handwriting illegible.
- Complains of a tired or cramped hand.
- Erases more than usual.
- Prefers to leave out details.
- Won’t write some ideas because “everybody knows that.”
- Speaks far better than writes.
Children with undiagnosed dysgraphia fall behind their classmates, taking longer to finish written assignments or refusing to add details. They become frustrated, leading to problems following a teacher’s directions and socializing with other children.
Next blog: What can a parent or teacher do to help a child with dysgraphia?