• Dysgraphia

    Dysgraphia is best defined as a neurodevelopmental disorder manifested by illegible and/or inefficient handwriting due to difficulty with letter formation. This difficulty is the result of deficits in graphomotor function (hand movements used for writing) and/or storing and retrieving orthographic codes (letter forms) (Berninger, 2015). Secondary consequences may include problems with spelling and written expression. The difficulty is not solely due to a lack of instruction and is not associated with other developmental or neurological conditions that involve motor impairment.

     

    Dyslexia & Dysgraphia

    Dyslexia and dysgraphia are now recognized to be distinct disorders that can exist concurrently or separately. They have different brain mechanisms and identifiable characteristics.

    • both are language-based disorders
    • dyslexia impairments are at the word-level (decoding, word identification, spelling)
    • dysgraphia impairments are at the sub-word level or the serial production of strokes to form a handwritten letter. This involves motor and language skills.
    • those with dysgraphia only do not have difficulty with reading

     

    Characteristics

    • Variably shaped and poorly formed letters
    • Excessive erasures and cross-outs
    • Poor spacing between letters and words
    • Letter and number reversals beyond early stages of writing
    • Awkward, inconsistent pencil grip
    • Heavy pressure and hand fatigue
    • Slow writing and copying with legible or illegible handwriting (Andrews & Lombardino, 2014)

     

    example of dysgraphia   example of dysgraphia

     

    Dysgraphia Services

    These elements, which apply to both manuscript and cursive handwriting, may not necessarily apply to an entire class but instead may be used to support instructional methods delivered in small groups by students whose penmanship is illegible or dysfluent.

    • Show students how to hold a pencil.
    • Model efficient and legible letter formation.
    • Provide multiple opportunities for students to practice effective letter formation.
    • Use scaffolds, such as letters with numbered arrows showing the order and direction of strokes.
    • Have students practice writing letters from memory.
    • Provide handwriting fluency practice to build students' automaticity.
    • Practice handwriting in short sessions.  

     

    Dysgraphia Scheduling

    • Dysgraphia services usually consist of 10-15-minute sessions, 3–5 times per week (Total 10 hours per school year).
    • For a student that has dysgraphia ONLY: Dysgraphia services are a separate service from classroom instruction, and Cursivelogic is used or Reading Horizons (print) if necessary. 
    • For a student that has dysgraphia and needs spelling, Dysgraphia services are separate from classroom instruction, and Reading Horizons Spelling Supplement & Cursivelogic is used.
    • For a student who is dyslexic and dysgraphic, Dysgraphia services are optimally a separate service from dyslexia therapy sessions and classroom instruction. The student may receive dysgraphia services within the Take Flight or Reading Horizons program, where the teacher focuses on handwriting, posture, pencil grip, letter formation, and handwriting fluency during the handwriting and dictation portion of the curriculum.
    • All instruction should continue until the student functions at a level of independence commensurate with age and cognitive ability.

     

     


  • Official Proclamation from Richardson Mayor Paul Voelker for October 3rd As National Dysgraphia Awareness Day!  

infographic for october 3rd dysgraphia awarness day
Richardson, Texas
  • (left to right) Richardson Mayor ~ Paul Voelker, Plano ISD Parent ~ Deedra Scherm, Plano ISD Coordinator for Dyslexia ~ Vanessa Conatser