What is dysgraphia?
Dysgraphia is a specific learning disorder that primarily affects a person's ability to produce written language. Historically, the term encompassed both motor and coordination challenges that impact writing, as well as difficulties in expressing thoughts through writing due to weaknesses in literacy skills, such as spelling, punctuation, and grammar. Although dysgraphia is no longer officially recognised as a distinct condition in the DSM-5, one of the most widely used diagnostic systems for neurodiversity and mental health, the term is still commonly used to describe difficulties with written expression.
Dysgraphia itself is not an official diagnosis. Children who struggle with the motor skills involved in writing (like forming letters) are often diagnosed with dyspraxia. Those who struggle with the cognitive skills involved in writing (like organising ideas) are often diagnosed with a specific learning disorder, with the specification that they struggle with writing.
A comprehensive evaluation of motor coordination difficulties requires a multidisciplinary assessment by qualified professionals, such as a paediatrician, occupational therapist, and/or physiotherapist. If my assessment identifies dysgraphia-related challenges, I will provide you with a referral letter for your GP.
Signs of dysgraphia
Some individuals may struggle with handwriting that appears unclear, irregular, or inconsistent. They might mix different slants, shapes, and upper- or lower-case letters within the same page, making their writing difficult to read. Cursive writing can also be particularly challenging, leading to avoidance or frustration. Writing and copying tasks may take longer than expected due to slow handwriting speed and difficulties with coordination. Additionally, a cramped grip or awkward pen posture can contribute to discomfort and inefficiency while writing.
Spatial awareness issues often manifest in poor organisation of text on the page, such as difficulty maintaining consistent margins or spacing words and letters evenly. Frequent erasing and restarting may be a sign of frustration or a desire for perfection, further slowing down the writing process. Some individuals form letters by sketching them rather than writing in a fluid motion, treating writing more like a drawing task. Spelling challenges, including missing or incomplete words and letters, can also be common.
Beyond the act of writing itself, unusual hand, wrist, or body positioning may indicate difficulty with motor control. Writing-heavy environments, such as English class or exam settings, can cause stress and anxiety, leading to avoidance of writing tasks. This aversion might manifest as disengagement or even disruptive behaviour. Some individuals also show strong preferences for specific writing tools, finding certain pens or pencils more comfortable than others.
Creative or decorative writing styles, such as forming bubble letters or stylised titles, may be especially difficult. Fine motor difficulties often extend beyond writing, affecting activities like catching a ball or painting. Some individuals may not have a clear dominant hand, showing ambidextrous tendencies or frequently switching between hands. Ultimately, many experience frustration when their sentences do not come out on paper as they intend, leading to further discouragement and reluctance towards writing tasks.