Most people assume writing is just about putting pen to paper — but for someone with dysgraphia, it’s an exhausting, frustrating task.
Dysgraphia is a neurological disorder that affects written expression, often making handwriting slow, messy, and painful. But the struggles go far beyond spelling errors or poor penmanship. From difficulty forming letters to organizing coherent sentences, dysgraphia can impact both academic success and self-esteem. These 20 facts about dysgraphia will help you understand the signs, science, and support strategies for one of the most overlooked learning challenges.
1. Dysgraphia is a neurological learning disorder
It affects the brain’s ability to plan and execute written language. This can impact spelling, handwriting, and the ability to organize thoughts in written form (Berninger & Wolf, 2009).
2. It is not a result of laziness or lack of intelligence
People with dysgraphia often have average or above-average intelligence. Their writing difficulties are neurological in origin, not behavioral (Levine, 2002).
3. There are several types of dysgraphia
These include dyslexic dysgraphia (poor spelling and illegible writing), motor dysgraphia (poor fine motor control), and spatial dysgraphia (trouble with spacing and layout) (Deuel, 1995).
4. Handwriting is often slow and labored
Children with dysgraphia may write very slowly and with great effort, making schoolwork a physically and mentally exhausting task (Berninger et al., 1997).
5. The condition can exist alone or with other learning disorders
It frequently co-occurs with ADHD, dyslexia, and dyspraxia. Co-morbidities can make diagnosis more complex (Mayes & Calhoun, 2007).
6. Dysgraphia can be developmental or acquired
While most cases are developmental, dysgraphia can also result from brain injury, stroke, or neurological illness in adults (Richards et al., 2015).
7. Spelling and punctuation are typically affected
Poor spelling, random capitalization, omitted words, and misplaced punctuation are hallmark signs — even when oral language skills are strong (Berninger & Amtmann, 2003).
8. It affects writing fluency and output
Students with dysgraphia often struggle to get their thoughts down on paper quickly, limiting both the quantity and quality of written work.
9. Letter formation may be inconsistent
Some letters might be written differently each time — varying in size, angle, or shape — making writing hard to read (James & Engelhardt, 2012).
10. They may reverse letters or confuse similar-looking ones
Mistakes like writing ‘b’ instead of ‘d’ or ‘p’ instead of ‘q’ are common and persist longer than in typically developing peers.
11. Writing can cause physical discomfort
Cramping fingers, an awkward pencil grip, or excessive pressure on the page often lead to fatigue and even pain (Feder & Majnemer, 2007).
12. Keyboarding is often easier than handwriting
Typing can bypass the fine motor demands of handwriting and help students express themselves more freely and efficiently.
13. Visual-spatial difficulties can worsen the condition
Struggles with spacing, margins, and letter alignment are common, often making written work look disorganized.
14. It can impact note-taking and copying from the board
Multitasking between listening, processing, and writing is particularly hard for students with dysgraphia.
15. Emotional distress is a frequent byproduct
Because writing is such a visible academic skill, students with dysgraphia often feel embarrassment, frustration, and anxiety (Crouch & Jakubecy, 2007).
16. It often goes undetected in early grades
Early writing tasks are simple, so struggles may not become apparent until the workload increases in upper elementary school.
17. Occupational therapy can be beneficial
Therapists can help improve fine motor control, posture, grip, and overall coordination involved in handwriting tasks (Hoy et al., 2011).
18. Assistive technology plays a key role
Speech-to-text, graphic organizers, and word prediction tools can support writing tasks and reduce stress.
19. Modifications can support academic success
Allowing extra time, oral responses, reduced writing tasks, or computer use can help level the playing field.
20. With the right support, students can thrive
Dysgraphia does not limit a person’s potential — many become successful writers, artists, scientists, or entrepreneurs with the right strategies in place.
Edublox offers cognitive training and live online tutoring to students with dysgraphia and other learning difficulties. Our students are in the United States, Canada, Australia, and elsewhere. Book a free consultation to discuss your child’s learning needs and learn more below:
References for 20 Facts About Dysgraphia:
- Berninger, V. W., & Amtmann, D. (2003). Preventing written expression disabilities through early and continuing assessment and intervention for handwriting and/or spelling problems. Learning Disabilities Quarterly, 26(1), 25–37.
- Berninger, V. W., & Wolf, B. J. (2009). Teaching Students with Dyslexia and Dysgraphia: Lessons from Teaching and Science. Paul H. Brookes Publishing.
- Berninger, V. W., Vaughan, K. B., Abbott, R. D., Abbott, S. P., Rogan, L. W., Brooks, A., Reed, E., & Graham, S. (1997). Treatment of handwriting problems in beginning writers: Transfer from handwriting to composition. Journal of Educational Psychology, 89(4), 652–666.
- Crouch, R., & Jakubecy, J. J. (2007). Dysgraphia: How it affects a student’s performance and what can be done about it. TEACHING Exceptional Children Plus, 3(3).
- Deuel, R. K. (1995). Developmental dysgraphia and motor skills disorders. Journal of Child Neurology, 10(1_suppl), S6–S8.
- Feder, K. P., & Majnemer, A. (2007). Handwriting development, competency, and intervention. Developmental Medicine & Child Neurology, 49(4), 312–317.
- Hoy, M., Egan, M. Y., & Feder, K. (2011). A systematic review of interventions to improve handwriting. Canadian Journal of Occupational Therapy, 78(1), 13–25.
- James, K. H., & Engelhardt, L. (2012). The effects of handwriting experience on functional brain development in pre-literate children. Trends in Neuroscience and Education, 1(1), 32–42.
- Levine, M. (2002). A Mind at a Time. Simon & Schuster.
- Mayes, S. D., & Calhoun, S. L. (2007). Learning, attention, writing, and processing speed in typical children and children with ADHD, autism, anxiety, depression, and oppositional-defiant disorder. Child Neuropsychology, 13(6), 469–493.
- Richards, T. L., Berninger, V. W., & Abbott, R. D. (2015). Differential diagnosis of dysgraphia, dyslexia, and OWL LD: Behavioral and neuroimaging evidence. Reading and Writing, 28(5).
20 Facts About Dysgraphia was authored by Sue du Plessis (B.A. Hons Psychology; B.D.), an educational specialist with 30+ years of experience in the learning disabilities field.
