Definition of the disorder:

Julian Ajuriaguerra, a neuropsychiatrist, was the first to give a definition of dysgraphia:

“A child is considered dysgraphic when the quality of their handwriting is deficient, while generally no neurological or intellectual deficit explains this deficiency.”

Dysgraphia is diagnosed from age 7 / end of CE1, once handwriting has been fully learnt. Dysgraphia is one of the DYS disorders, alongside dyslexia, dyspraxia, dysorthographia, dyscalculia and dysphasia, with which it is sometimes associated. It can also be a symptom of intellectual giftedness or of ADHD.

Please note: it is estimated that 10% of children are dysgraphic, and that 60% of school time is spent on written tasks.

Dysgraphia can have several origins and can be more or less severe. It can stem from a poor pencil grip, poor posture or poor positioning of the paper, insufficiently developed fine motor skills, hand dominance that has not yet been established, a difficult family and/or school context, and so on. This writing disorder can create self-consciousness and affect schooling, self-esteem and self-confidence, so it is important to take these difficulties seriously and treat them. There is no age limit for seeking help to resolve writing difficulties.

There are different types of dysgraphia; here are their main characteristics:

  • Clumsy dysgraphia: handwriting that tends to be reworked, heavy, and untidy.
  • Stiff dysgraphia: handwriting that tends to be angular, with the child appearing tense.
  • Slack dysgraphia: handwriting that tends to lack structure and be small.
  • Slow and precise dysgraphia: the handwriting is legible but requires a great deal of effort.
  • Impulsive dysgraphia: handwriting that is fast, imprecise and illegible.

There are two recognised origins of dysgraphia:

  • Reactive dysgraphia: handwriting is a means of communication, a trace we leave behind. It can therefore reflect distress, a refusal to communicate, opposition, a defence mechanism… These reactive difficulties then show up in a physical, instrumental way.
  • Instrumental dysgraphia: this stems from instrumental difficulties, which can come from a hand-dominance issue, a poorly established body schema, a tone disorder (cramping, low muscle tone…), insufficiently developed fine motor skills, poor hand-eye coordination, or spatio-temporal difficulties…

How can you spot a child with writing difficulties?

  • They cannot settle on a dominant hand (this choice should normally be made around age 7).
  • They struggle to write on the line.
  • Their exercise books are messy (crossings-out, corrections…).
  • They struggle to manage letter proportions.
  • They write too big or too small.
  • They say they don’t like writing.
  • They don’t hold their pencil correctly.
  • They don’t respect the direction letters should be drawn in.
  • They mix up different scripts (print, cursive and block letters).
  • They struggle to join letters together.
  • They struggle to handle two tasks at once.
  • Their handwriting is illegible.
  • They block when it comes to writing.
  • They are struggling at school because of their handwriting.
  • They cannot finish written classwork in time.
  • They are left-handed and struggle to find a comfortable position.
  • They have difficulty concentrating.
  • They write in mirror writing.
  • Writing is painful for them (cramps, shoulder, wrist, or finger pain…)
  • They have difficulty copying the shape of letters, particularly in the context of visuo-spatial difficulties.
  • They are anxious and lack confidence when writing.
  • They struggle to control their writing speed (too slow or excessively fast).
  • The teenager who cannot learn their coursework because their notes are incomplete and illegible.
  • The teenager who, on their own initiative, wants advice on improving their handwriting.
  • …

These difficulties need to be addressed as early as possible, as they are a source of distress.

Please note: for gifted children, the transition to handwriting is often difficult. They suffer from a gap between the quickness of their mind and the speed of their hand movements: remedial support proves useful. What are the goals of handwriting remediation?

The goals can be varied:

  • Prevent possible school failure linked to writing difficulties.
  • Strengthen handwriting learning skills.
  • Improve the handwriting movement (body posture and pen grip).
  • Learn to manage emotions rather than being overwhelmed by them.
  • Allow handwriting to become free and effectively personalised.
  • Improve handwriting so it becomes easy, legible and fast.
  • Rebuild self-confidence.
  • Discover or rediscover the pleasure of writing.
  • Regain ease and fluency.
  • Improve finger and hand strength.
  • Achieve handwriting that is consistent, precise and well-proportioned.
  • …

Whatever our age, handwriting remains essential, as it is a tool for communication. In children and teenagers, however, it remains mainly linked to schoolwork.

What about adults?

We tend to think “children” when talking about handwriting remediation, but adults can also encounter writing difficulties and feel the need for support.

For example, if:

  • They don’t like their handwriting.
  • They feel discomfort after a handwriting task.
  • They don’t dare leave a handwritten note for fear of being judged.
  • Colleagues and family complain they cannot read their handwriting.
  • Writing a handwritten letter is an ordeal.
  • They want to “make peace” with handwriting.
  • Their handwriting has changed following an accident, an illness, or psychological trauma.
  • …

To try to put yourself in the shoes of someone with dysgraphia or handwriting difficulties, try writing with your non-dominant hand. You’ll find it’s not easy, that you’re less comfortable, slower, less precise, and that it requires much more concentration… That is what someone with dysgraphia experiences.

Elise HARWAL, Graphotherapist