What is dysgraphia?

How can you support

students with dysgraphia in
the classroom?

Lauren Taylor

Based Research Project

Rationale
An ongoing part of professional teachers role is to identify
needs, issues or problems at the individual learner, group,
class, whole school or community level and then to
conduct research on this issue in order to improve learning
outcomes.
During my professional experience at Bertram Primary
school I have been able to observe a variety of ways
students learn and interact with each other. Due to my
limited knowledge on dysgraphia and working with
students with dysgraphia I have chosen this learning
disability as my research topic.

How is my research relevant

to beginning teachers?
At university we are exposed to information for a

variety of learning difficulties and disabilities we may

experience in the classroom.
Dysgraphia is not a commonly discussed learning

disability.
My research will provide teachers with strategies that

not only assist students with dysgraphia they can also

be used to help all students in the classroom,
especially those who have difficulty writing.

What is Dysgraphia?
A specific learning disability that affects written expression.
Dysgraphia can appear as difficulties with spelling, poor

handwriting and trouble putting thoughts on paper.

It is a neurological disorder that generally appears when

children are first learning to write.

Experts are not sure what causes it, but early treatment can

help prevent or reduce problems.

Information extracted from SPELD Foundation

Understanding Dysgraphia

VISUAL-SPACIAL
PROCESSING

FINE
MOTOR

INFORMATI
ON
PROCESSIN
G

VISUAL-SPACIAL
PROCESSING

FINE
MOTOR

INFORMATI
ON
PROCESSIN
G

Students have difficulty:

recognising differences in letter and number shapes and
distinguishing one letter or number from another.
Spacing between letters and words.
Organising writing on the page.
A student with visual-spatial processing needs has
difficulty with written expression as they have difficulty
visualising the shapes of letters and numbers on their
page and organising their writing for the reader to
understand.

VISUAL-SPACIAL
PROCESSING

FINE
MOTOR

INFORMATI
ON
PROCESSIN
G

Students often have difficulties holding their pencil

correctly
Unable to use scissors to complete cutting
activities
Difficulty with letter formation
Sit in an awkward position when writing
Place paper in an awkward position when writing
Feel fatigued unable to sustain energy.

VISUAL-SPACIAL
PROCESSING

FINE
MOTOR

INFORMATI
ON
PROCESSIN
G

Unsure how to start writing down ideas.

Student is able to share ideas but will often forget when

it comes to writing them down.

Difficult to copy text.
Finds it difficult to follow instructions.
Dont know what to write when given a topic or
question.
Difficulty expressing ideas into writing.
Unable to self check work.
Is better at conveying ideas when speaking

Strategies for teachers

in the classroom
Accommodationsare changes tohowyour child learns.

This may mean you provide alternative options to writing.

adjusting lesson assessments to oral responses.
Modificationsare changes towhatyour child learns. This

may require changing expectations of tasks and avoiding

students areas of weakness.
Remediationis specific instruction to improve students

handwriting and writing skills. These strategies target

foundational skills the child needs to develop.
See handout for a more detailed list of strategies to help children with
dysgraphia.

Share your experiences

Are there any strategies you

have found effective in the
classroom ?