Dysgraphia
A child is asked to spell a word out loud and is successful in doing so, but then is unable to write the same word onto a piece of paper. How can this be? Surely if one can say it, they can write it…right? This simple action, although apparently similar in content, can be impossible for one who suffers from dysgraphia.
Dysgraphia is a term used to identify individuals struggling with
what is known as visual motor execution deficits and is a recognized learning disability.
Facts about Dysgraphia:
- Although individuals with dysgraphia may have other learning disabilities, dysgraphia does not indicate an intellectual impairment.
- There are different types of dysgraphia; however the end result is evident in poor written expression, or handwriting.
- Science has yet to identify a true cause of dysgraphia. It is usually attributed to poor fine motor skills (using your fingers and hands) and/or decreased visual perception skills.
- Some theorize problems in left right brain integration – deficits in the left side of the brain and right side of the brain communicating with each other, and thus creating an error in attempts to work together.
Symptoms of Dysgraphia:
- Persons with dysgraphia can easily talk about a story told them without any hesitancy or errors.
- When asked to write about a story they produce an illegible page of nonsense.
- Capital letters are placed in random places.
- Letters ranging in size from tiny to huge – sometimes in the same word.
- Spacing between words and between each letter is inconsistent.
- Letters will often be reversed and mirrored.
- The person with dysgraphia knows what they want to write, knows what words they want to use, and how each letter should look; however, the brain is unable to communicate that information to the fingers.
Fortunately, brain learning activities which specifically address neurological processing can strengthen those connections.
Those suffering from dysgraphia can learn and they do learn –
they just learn differently.
Individuals do not have to accept these deficits, nor do they have to always rely on compensatory strategies to complete daily writing skills. There is hope for those who have difficulty in successfully transferring their thoughts to paper.
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