CATERING FOR STUDENTS WITH WRITING DIFFICULTIES

What is dysgraphia?
Dysgraphia is a term coined to describe a specific learning disability

which effects written expression. It can appear as difficulties with

spelling, poor handwriting and trouble translating thoughts onto paper.

The forms of dysgraphia are both language and non-language based:

Motor dysgraphia is a caused by poor fine motor skills, deficient

dexterity, low muscle tone and unspecified motor clumsiness.

Dyslexic dysgraphia is when students written work is illegible and their

spelling is poor. However, it is important to understand that this

disability is unrelated to dyslexia.

Spatial dysgraphia stems from a deficient understanding of space.

causes signs and symptoms

There are 7 causes of Generally illegible writing

handwriting problems: Inconsistencies in writing

Unfinished words or letters

Omitted words
Brain damage
Inconsistent position of letters on the
Physical illness or deformity
page with respect to lines and margins
Intentionally poor
Inconsistent spaces between words and
penmanship
letters
No or inadequate instruction
Cramped or unusual grip of the writing
Disorientation instrument

Multiple mental images Strange wrist, body or paper position

Inadequate natural Talking to self whilst writing, or

orientation carefully watching the hand that is

writing

Slow or laboured copying or writing

Large gap between written ideas and

understanding demonstrated through

Diagnosis
speech.

Difficulty organising thoughts on paper

Educational psychologists use

a series of tests to determine

if a student has language

other effects
based dysgraphia. Experience no satisfaction and will try

to avoid writing whenever possible.

Occupational Therapists can Avoidance reduces opportunities for

practice, and lack of practice results in

identify problems with
no improvement.
mechanical based dysgraphia
Student loses confidence and self-
or apraxia.
esteem in relation to writing

The problem for the teacher is to

motivate these students to write and

to provide them with enough support

to ensure increased success.

It is clear that these students need to

be taught effective strategies for

approaching writing tasks.

strategies
A range of tools and strategies can be used to motivate and provide support for

students with writing difficulties. These strategies fall under three categories:

Accommodation strategies - providing alternatives to written expression

Modification Strategies - altering tasks to minimise or avoid difficulties

Remediation Strategies - providing instruction of a skill or concept to improve a

specific area of difficulty

Assistive technology classroom accommodations

Dictation programs/Speech to text (Eg. Allow extra time

Dragon, VoiceNote II) Oral or visual instead of written answers

Text to Speech programs (Eg. Co- Provide a scribe

Write, WordQ) Reduce copying and note taking by

Keyboards/Touch Screens providing printed notes

Word processing software Disregard spelling errors, drafts and

Word prediction tools (Eg. Ghotit, neatness

Read&Write) Adjusted work load

Spell/Grammar checker (Eg. Microsoft Allow dot points, abbreviations and

Learning Tools) preferred writing style

Dictionaries & Thesauri Allow choice in relevant and meaningful

Toolbar extension software (Eg. writing topics

Premier Chrome Toolbar) Set reasonable goals

Create mind maps and graphic Break a task down into smaller parts

organisers (Eg. Inspiration)

Processing tools
Turn worksheets into electronic
Outlines and checklists
versions (Eg. PaperPort Notes,
Graphic organisers
SnapType)
Writing templates

Handwriting tools Models and exemplars

Pencil grips Writing prompts (eg. sentence starters)

Slant Boards Partially completed answers (eg. cloze

Raised/lined/highlighted/graph paper activity, fill in key words)

multisensory techniques direct instruction

Multisensory techniques for letter Scaffolding through the writing process

formation, automaticity, fluency and (Modelled writing, shared writing, guided

motor memory writing, independent writing)

Handwriting Without Tears Program Explicit instruction of writing rules

Wet-Dry-Try App Ongoing timely feedback

Air writing Teaching metacognitive strategies

Writing with verbal cues

assessment modifications
Writing in texture
Assess aspects of writing in isolation
Tracing activities
Provide extra structure

occupational therapy Break down deadlines for long-term tasks

Occupational therapy for non-language Monitor student’s progress regularly

difficulties such as improving hand Allow oral or visual expression if possible

strength, fine motor coordination, Establish a rubric or checklist of

posture and arm position. assignment requirements

references
Assistive Technology for Writing. (2019). Retrieved 7 September 2019, from http://DSF Literacy and Clinical Services.

Brunsdon, R., Coltheart, M., & Nickels,L. (2005). Treatment of irregular word spelling in developmental surface
dysgraphia. Cognitive Neuropsychology, 22(2), 213–251. https://doi-org.ipacez.nd.edu.au/10.1080/02643290442000077

Jones, S. (2011). Interventions for Dysgraphia.Retrieved 15 September 2019, from http://www.davidsongifted.org/Search-

Database/entry/A10709

Richards, R. (2019). Strategies for Dealing with Dysgraphia. Retrieved 7 September 2019,
fromhttp://www.ldonline.org/article/5890/

Roland, J. (n.d.). Dysgraphia: Symptoms, Causes, Treatment, Management. Retrieved from

https://www.healthline.com/health/what-is-dysgraphia#symptoms

Westwood, P. (2015). Commonsense methods for children with special educational needs (7th ed.). London:
Routledge Falmer.
(n.d.). Retrieved from https://dsf.net.au/what-is-dysgraphia/

What is Dysgraphia?. (2014). Retrieved 7 September 2019, from https://dsf.net.au/what-is-dysgraphia/