Dysgraphia Subtypes

There are three identified subtypes of

dysgraphia. A distinction between different
types of dysgraphia allows professionals to
make proper modifications or adaptations for
the child.

Speed of
Writing

Dyslexic (Linguistic) Dysgraphia

- Spontaneously written text is barely

legible
- Oral spelling is severely abnormal
- Copying written text is fairly
preserved
- Drawing is relatively preserved
- Finger tapping speed is normal

Accommodations for Students with Dysgraphia

Amount of
Writing

- Request a scribe so students are able to dictate

written assignments and tests
- Grade based on content and do not consider
spelling or grammar as factors
- Offer oral alternatives to assignments and exams
- Provide partial outlines of notes for the student
- Reduce copying by providing worksheets
- Encourage visual or graphic organizers

Difficulty of
Writing

- Give examples of finished assignments

- Have the student complete writing assignments in
small steps (brainstorming, drafting, editing, etc.)
- Give the student a rubric and explain how each
step is graded
- Encourage the student to use spellcheck software
- Encourage the student to have a peer spellcheck
and proofread their work

Mechanics of
Writing

- Allow the student to use paper with a line-width of

their choice
- Allow the student to use writing paper with raised
lines or coloured lines to assist with letter
placement
- Encourage proper pencil grip and paper
positioning

Dysgraphia due to Motor

Clumsiness

- Spontaneously written text is barely

legible
- Oral spelling is relatively persevered
- Copying of written text is barely
legible
- Drawing is usually compromised
- Finger tapping speed is abnormal

Dysgraphia due to Defect in

Understanding Space

- Spontaneously written text is barely

legible
- Oral spelling is relatively preserved
- Drawing is severely abnormal
- Copying of written text is barely
legible
- Finger tapping speed is normal

Related Conditions

Dyslexia

Language Disorders

ADHD

Dyspraxia

Works Cited

Deuel, R. (2002). Dysgraphia. Continuum:

Lifelong Learning in Neurology, 8 (5), 37-59.
Dunn, M. (2013). Using Art Media During
Prewriting: Helping Students with Dysgraphia
Manage Idea Generation Before Encoding
Text. Exceptionality, 21 (4), 224-237.
Head, R. M., & Leblanc, R. (2014, July 4).
Narrative Story Writing. Retrieved from
http://ldatschool.ca/literacy/narrative-storywriting/
Patino, E. (2014, June 15). Understanding
Dysgraphia. Retrieved from https://
www.understood.org/en/learning-attentionissues/child-learning-disabilities/dysgraphia/
understanding-dysgraphia

- Provide additional time for writing tasks

(assignments, copying notes, taking tests, etc.)
- Provide typed copies of classroom notes
- Allow the student to start writing projects and
assignments early
- Have the student prepare assignment papers in
advance with required headings (name, date, etc.)
- Allow the student to type notes and assignments

Ask, Reflect, Text (ART) Writing Strategy

The Ask, Reflect, Text (ART) writing strategy is a strategy that students can use to
improve the content and quality of their written assignments. This evidence-based
strategy was created to motivate students to write, to stimulate more elaborate
story content, to enhance students' knowledge about the writing process, and
promote their capabilities as writers. The ART strategy allows students to practice
generating text, as well as helps them improve their planning and organization
skills. Studies have shown that students with dysgraphia who use the ART strategy
greatly improved the content of their writing and slightly improved the quality of
their writing.
There are three steps to the ART Writing Strategy:
1. Students ask themselves the following questions:
- Who? Where? When?
- What does the main character do? What do the other characters do?
- How does the story end? How do the characters feel?
2. Students reflect on their answers and illustrate them using art media (pencils,
paint, coloured markers, etc.) to create a visual plan.
3. Students use their visual as a point of departure to generate text.