How Does Dysgraphia Affect Learning?

Dysgraphia significantly impacts learning, particularly in writing and related academic tasks; however, LEARNS.EDU.VN offers resources and strategies to help mitigate these challenges. This condition affects handwriting, spelling, and written expression, but with appropriate support, individuals with dysgraphia can achieve academic success. Dysgraphia’s effects on learning can be addressed through targeted interventions in written language skills, handwriting skills, and spelling abilities.

1. What is Dysgraphia?

Dysgraphia, derived from Greek roots, specifically impairs handwriting and written expression. The term combines “dys” (impairment), “graph” (handwriting and letter formation), and “ia” (a condition). Dysgraphia is a learning disability affecting the physical act of writing, impacting both the legibility and fluency of handwriting, which subsequently impairs spelling and the ability to express thoughts clearly on paper.

1.1. The Core Components of Dysgraphia

At its core, dysgraphia disrupts the intricate processes required for effective writing. These components include:

• Handwriting: Difficulty forming letters correctly and legibly.
• Spelling: Challenges in accurately spelling words, even common ones.
• Written Expression: Struggles with organizing thoughts and expressing them coherently in writing.

1.2. Types of Dysgraphia

Dysgraphia presents in various forms, each impacting different aspects of writing skills:

• Dyslexic Dysgraphia: Primarily affects spontaneously written text with illegible writing, though copied text may be neat. Spelling is typically poor.
• Motor Dysgraphia: Results from motor skill deficits, leading to illegible writing in all instances, including both copied and spontaneously generated text. Spelling skills are generally normal.
• Spatial Dysgraphia: Stems from problems with spatial awareness, causing difficulties with spacing, size consistency, and overall spatial arrangement on paper. It affects both spontaneous and copied writing.

1.3. Dysgraphia vs. Poor Handwriting

Distinguishing dysgraphia from mere poor handwriting is crucial. Poor handwriting might stem from inadequate instruction or infrequent writing practice. In contrast, dysgraphia involves neurological challenges that impair writing skills despite adequate instruction and effort. It is estimated that between 5% and 20% of children have some form of writing deficit, with dysgraphia being a significant contributor.

2. What Are the Primary Causes of Dysgraphia?

Dysgraphia primarily arises from challenges in orthographic coding within working memory, which affects handwriting. Orthographic coding is vital for storing written words in memory during analysis and for creating durable memories of words linked to their pronunciation and meaning.

2.1. Orthographic Coding

Orthographic coding involves processing and storing written words in working memory. Individuals with dysgraphia often struggle with this, affecting their ability to recall and write words accurately. According to research by Berninger (2007a), deficits in orthographic coding significantly impede handwriting and spelling skills, common in dysgraphia.

2.2. Sequential Finger Movements

Difficulties in planning sequential finger movements are another significant factor. These movements are essential for handwriting. Individuals with dysgraphia may struggle to coordinate finger movements without visual cues, impacting their writing fluency. A study in the Journal of Learning Disabilities found that fine motor skills are crucial for handwriting development, and deficits can lead to dysgraphia.

2.3. Connection to Working Memory

Working memory plays a pivotal role in both orthographic coding and motor planning. It allows individuals to hold and manipulate information needed for writing. Impairments in working memory can disrupt these processes, leading to dysgraphia. Research indicates a strong correlation between working memory capacity and writing proficiency, highlighting the cognitive demands of handwriting.

3. Does Dysgraphia Always Occur in Isolation?

Dysgraphia can occur alone but often co-exists with other learning disabilities like ADHD, dyslexia, and OWL LD (SLI). Understanding these co-occurring conditions is crucial for comprehensive support.

3.1. Dysgraphia and ADHD

ADHD (Attention-Deficit/Hyperactivity Disorder) frequently co-occurs with dysgraphia. ADHD symptoms like inattention and hyperactivity can exacerbate writing difficulties. Explicit handwriting instruction and stimulant medication can benefit children with both conditions. A correct ADHD diagnosis by a professional is crucial.

3.2. Dysgraphia and Dyslexia

Dyslexia, which impairs reading, decoding, fluency, and spelling, often accompanies dysgraphia. Dyslexia affects phonological and orthographic coding, rapid naming, and attention. Addressing both dyslexia and dysgraphia requires comprehensive interventions. Research highlights that up to 60% of individuals with dyslexia also exhibit dysgraphic symptoms.

3.3. Dysgraphia and OWL LD (SLI)

Oral and Written Language Learning Disability (OWL LD), also known as Selective Language Impairment (SLI), can co-occur with dysgraphia. OWL LD affects morphology, syntax, word retrieval, and inference-making, impacting both spoken and written language. This co-occurrence requires integrated language support. Studies indicate that children with OWL LD often struggle with writing due to underlying language deficits.

3.4. Overlapping Symptoms and the Importance of Differential Diagnosis

The overlapping symptoms between dysgraphia and other learning disabilities highlight the need for differential diagnosis. Accurate identification ensures targeted interventions. For example, difficulties in written expression may stem from handwriting issues (dysgraphia), language deficits (OWL LD), or reading-related challenges (dyslexia).

4. Why Is Accurate Diagnosis Important for Dysgraphia and Related Learning Disabilities?

An accurate diagnosis is essential for providing timely interventions and specialized instruction to children with dysgraphia and related learning disabilities. Early identification and support can significantly improve academic outcomes and self-esteem.

4.1. Early Intervention Benefits

Early intervention is most effective in addressing the specific skill deficits that interfere with written language learning. Children who receive early support in handwriting, spelling, and composition are more likely to develop effective writing skills. Research shows that early interventions can prevent long-term academic struggles.

4.2. Tailored Instructional Programs

Many schools lack systematic programs in handwriting and spelling. Therefore, assessing the need for explicit instruction in these areas is crucial. Tailored programs can address specific challenges, such as letter formation, spelling accuracy, and composition skills. LEARNS.EDU.VN offers resources and courses designed to provide this explicit, systematic instruction.

4.3. Accommodations in Testing and Teaching

Schools often provide accommodations for students with dysgraphia, such as extended time on tests or alternative assignment formats. However, ongoing, explicit instruction in handwriting, spelling, and composition is also necessary. Accommodations level the playing field, while instruction builds essential skills.

4.4. Addressing Co-Occurring Conditions

Identifying co-occurring conditions like dyslexia and OWL LD (SLI) is critical for comprehensive support. Students may need special help with reading or oral language, in addition to handwriting. Integrated interventions that address multiple areas of need are most effective.

5. What Instructional Activities Improve Handwriting for Children with Dysgraphia?

Children with dysgraphia benefit significantly from targeted instructional activities that focus on letter formation and automatic letter writing. These activities help improve handwriting legibility and fluency.

5.1. Activities for Learning Letter Formation

Initial activities should support learning to form letters correctly. These activities include:

• Playing with Clay: Strengthens hand muscles.
• Mazes: Develops motor control by keeping lines within boundaries.
• Connecting Dots: Creates complete letter forms.
• Tracing Letters: Uses index finger or pencil eraser to trace letters.
• Imitating Strokes: Mimics the teacher’s sequential strokes in letter formation.
• Copying Letters: Reproduces letters from models.

5.2. Developing Automatic Letter Writing

Once children can form legible letters, instruction should help them develop automatic letter writing. This involves:

1. Studying Arrow Cues: Uses numbered arrow cues to provide a consistent plan for letter formation.
2. Visualizing Letters: Covers the letter with a card and imagines it in the mind’s eye.
3. Writing from Memory: Writes the letter from memory after increasing intervals.
4. Writing from Dictation: Writes letters from spoken names.

Practicing each of the 26 letters daily in a different order enhances retention and automaticity.

5.3. Integrating Handwriting with Composition

Daily practice of writing letters during composition for 5 to 10 minutes on teacher-provided topics further develops handwriting speed and fluency. This integration reinforces letter formation within a meaningful writing context.

5.4. The Role of Multisensory Techniques

Multisensory techniques can enhance handwriting instruction. Using tactile materials like sand or textured paper can improve letter formation and retention. Combining visual, auditory, and kinesthetic cues reinforces learning pathways in the brain.

6. What are Effective Strategies for Spelling Instruction?

Explicit spelling instruction is crucial throughout K-12, focusing on high-frequency words and complex academic vocabulary. This instruction should coordinate phonological, orthographic, and morphological processes.

6.1. Foundational Spelling Skills

Start with high-frequency Anglo-Saxon words. These words form the basis of reading and writing, providing a solid foundation for spelling proficiency. Regular practice and repetition are essential.

6.2. Coordinating Phonological, Orthographic, and Morphological Processes

Subsequently, coordinate phonological (sound), orthographic (visual), and morphological (meaning) processes for spelling longer, more complex words. This involves:

• Phonological Awareness: Recognizing and manipulating sounds in words.
• Orthographic Awareness: Understanding letter patterns and visual representations of words.
• Morphological Awareness: Recognizing word parts that carry meaning (prefixes, suffixes, roots).

6.3. Academic Vocabulary

Address the most common and important words used in different academic domains. This ensures students can spell words relevant to their coursework, enhancing their overall academic performance.

6.4. Utilizing Mnemonics and Visual Aids

Mnemonics and visual aids can be valuable tools for spelling instruction. Mnemonics help students remember challenging spellings, while visual aids reinforce letter patterns and word structures. LEARNS.EDU.VN offers visual aids and mnemonic strategies to support spelling acquisition.

7. How Can Strategies for Composition Benefit Students with Dysgraphia?

Throughout K-12, students benefit from explicit strategies for composing various genres, including narrative, informational, compare-and-contrast, and persuasive writing. These strategies should focus on planning, generating, reviewing, evaluating, and revising.

7.1. Planning Strategies

Planning strategies help students organize their thoughts before writing. Techniques include:

• Brainstorming: Generating ideas and details.
• Outlining: Structuring the main points and supporting evidence.
• Graphic Organizers: Visually mapping out the composition’s structure.

7.2. Generating Strategies

Generating strategies assist students in producing text. Techniques include:

• Sentence Starters: Providing initial sentence structures to build upon.
• Word Banks: Offering vocabulary relevant to the topic.
• Visual Prompts: Using images to stimulate writing.

7.3. Reviewing, Evaluating, and Revising Strategies

Reviewing, evaluating, and revising strategies help students refine their writing. Techniques include:

• Self-Checklists: Using checklists to ensure all requirements are met.
• Peer Review: Getting feedback from classmates.
• Teacher Feedback: Receiving constructive criticism from the teacher.

7.4. Self-Regulation Strategies

Self-regulation strategies help students manage the executive functions involved in composing. This includes:

• Goal Setting: Defining clear writing goals.
• Time Management: Allocating time for each stage of the writing process.
• Self-Monitoring: Tracking progress and making adjustments as needed.

8. Do Letter Reversals Indicate Dysgraphia?

Letter reversals, inversions, and transpositions can occur but are symptoms, not causes, of handwriting problems. Automatic letter writing instruction reduces these errors by improving memory retrieval and letter production.

8.1. Understanding Letter Reversals, Inversions, and Transpositions

• Reversals: Reversing letter direction along a vertical axis (e.g., b and d).
• Inversions: Flipping letters along a horizontal axis (e.g., u and n).
• Transpositions: Mixing up the sequence of letters in a word (e.g., “hte” for “the”).

These errors are common in early writing development but should decrease with instruction and practice.

8.2. Addressing Reversals Through Automatic Letter Writing

Automatic letter writing instruction, as described earlier, has been shown to reduce reversals. This approach enhances letter retrieval from memory and letter production, leading to more accurate writing.

8.3. When to Seek Further Evaluation

Persistent reversals, inversions, and transpositions, despite targeted instruction, may indicate underlying visual-spatial or memory issues. In such cases, seeking further evaluation from educational specialists is advisable.

9. How Can Spelling Instruction Be Improved for Students with Dysgraphia?

For children with both handwriting and spelling problems, integrated instruction addressing both areas is essential. This involves combining handwriting activities with explicit spelling strategies.

9.1. Integrating Handwriting and Spelling Instruction

When children struggle with both handwriting and spelling, it’s crucial to address both areas simultaneously. Combining handwriting activities with explicit spelling strategies ensures a comprehensive approach to improving written language skills.

9.2. Phonological Awareness Activities

Engage students in activities that enhance phonological awareness, such as:

• Sound Segmentation: Breaking words into individual sounds.
• Blending Sounds: Combining sounds to form words.
• Rhyming: Identifying words that rhyme.

9.3. Orthographic Pattern Instruction

Teach common orthographic patterns and rules to improve spelling accuracy. This includes:

• Syllable Patterns: Recognizing common syllable structures.
• Spelling Rules: Understanding rules like “i before e, except after c.”
• Word Families: Grouping words with similar patterns.

9.4. Morphological Instruction

Focus on morphological instruction to enhance understanding of word parts and meanings. This involves:

• Prefixes and Suffixes: Learning common prefixes and suffixes and their meanings.
• Root Words: Identifying root words and their origins.
• Combining Forms: Understanding how prefixes, suffixes, and roots combine to form words.

10. Are Public Schools Adequately Identifying and Supporting Students with Dysgraphia?

In general, public schools often struggle to identify and support students with dysgraphia adequately. This is partly due to the lack of clear identification of transcription problems in federal law and assessment practices.

10.1. Challenges in Identification

Federal law specifies written expression as an area where students with learning disabilities may be affected. However, it does not clearly identify transcription problems like impaired handwriting or spelling as causal factors in dysgraphia. This lack of clarity can lead to under-diagnosis.

10.2. Inadequate Assessment Practices

Some tests used to assess written expression do not score for handwriting or spelling problems, masking the nature of dysgraphia. Content or ideas may not be impaired, but transcription skills are.

10.3. Misattribution of Writing Difficulties

Poor writing or failure to complete assignments is often misattributed to lack of motivation, laziness, or other issues unrelated to dysgraphia. This misattribution prevents students from receiving appropriate support.

10.4. Twice Exceptional Students

Children who are twice exceptional—gifted and dysgraphic—are especially under-diagnosed and underserved. Teachers may mistakenly assume that if a student is bright and cannot write, it is due to lack of effort.

11. What Assessment Tools Can Diagnose Dysgraphia?

Several research-supported assessment tools can diagnose dysgraphia. These tools evaluate handwriting and related skills, providing valuable insights for intervention planning.

11.1. Key Assessment Tools

• Detailed Assessment of Speed of Handwriting (DASH): Evaluates handwriting speed and legibility.
• Process Assessment of the Learner, 2nd Edition (PAL-II RW): Diagnoses reading and writing difficulties.
• Test of Handwriting Skills-Revised (THS-R): Assesses various aspects of handwriting skills.
• Slingerland Institute Materials: Offers instructional and assessment materials for handwriting and spelling.

11.2. Using Assessments for Intervention Planning

These assessments help identify specific skill deficits that interfere with written language learning. The results inform the development of tailored intervention plans that target areas of weakness.

11.3. The Importance of Comprehensive Assessment

A comprehensive assessment should include measures of handwriting, spelling, phonological awareness, orthographic coding, and language skills. This ensures a holistic understanding of the student’s strengths and weaknesses.

12. What is the Role of Technology in Assisting Students with Dysgraphia?

Technology plays a crucial role in assisting students with dysgraphia by providing tools that bypass or support handwriting challenges. These tools enhance written expression and overall academic performance.

12.1. Speech-to-Text Software

Speech-to-text software allows students to dictate their thoughts, which are then transcribed into written form. This bypasses handwriting difficulties and enables students to focus on content generation.

12.2. Word Processing Software

Word processing software offers features that support writing, such as:

• Spell Check: Identifies and corrects spelling errors.
• Grammar Check: Identifies and corrects grammatical errors.
• Font and Formatting Options: Improves legibility and presentation.

12.3. Graphic Organizers and Mind Mapping Tools

Graphic organizers and mind mapping tools help students visually organize their thoughts and ideas before writing. This improves planning and coherence in written compositions.

12.4. Digital Pens and Tablets

Digital pens and tablets can improve the handwriting experience by providing a more comfortable and ergonomic writing surface. These tools often include features like pressure sensitivity and palm rejection, enhancing precision and control.

13. Can Accommodations and Assistive Technology Help?

Accommodations and assistive technology play a crucial role in supporting students with dysgraphia. They help to level the playing field and enable students to demonstrate their knowledge and skills effectively.

13.1. Common Accommodations

Common accommodations for students with dysgraphia include:

• Extended Time: Providing extra time on tests and assignments.
• Alternative Formats: Allowing students to respond in alternative formats (e.g., oral responses, typed responses).
• Note-Taking Assistance: Providing access to notes or note-taking assistance.
• Preferential Seating: Placing students in a location that minimizes distractions.

13.2. Assistive Technology

Assistive technology tools can significantly enhance the writing experience for students with dysgraphia. These tools include:

• Speech-to-Text Software: As mentioned earlier, this allows students to dictate their thoughts.
• Word Prediction Software: Predicts words as the student types, reducing the need for extensive handwriting.
• Text-to-Speech Software: Reads written text aloud, aiding comprehension and review.

13.3. Integrating Accommodations and Technology in the Classroom

Effective integration of accommodations and technology requires collaboration between teachers, parents, and specialists. It’s crucial to select tools and strategies that align with the student’s individual needs and learning style.

14. What Strategies Can Parents Use to Support Children with Dysgraphia at Home?

Parents play a vital role in supporting children with dysgraphia. Creating a supportive home environment and implementing targeted strategies can significantly improve writing skills and self-esteem.

14.1. Creating a Supportive Environment

• Encourage Effort: Focus on effort and progress, rather than perfection.
• Provide Positive Feedback: Offer specific praise for improvements in handwriting, spelling, and composition.
• Minimize Pressure: Reduce anxiety by creating a relaxed and supportive writing environment.

14.2. Targeted Activities and Practice

• Handwriting Practice: Engage in regular handwriting practice using fun and engaging activities.
• Spelling Games: Play spelling games to reinforce word recognition and spelling skills.
• Creative Writing: Encourage creative writing through storytelling and journaling.

14.3. Collaboration with School

• Communicate Regularly: Maintain open communication with teachers and specialists to stay informed about the child’s progress and needs.
• Implement Strategies at Home: Reinforce strategies and techniques learned at school.
• Advocate for Accommodations: Ensure the child receives appropriate accommodations and support.

15. What are Some Common Myths About Dysgraphia?

Several myths surround dysgraphia, leading to misconceptions and inadequate support. Addressing these myths is crucial for promoting understanding and effective intervention.

15.1. Myth: Dysgraphia is Just Poor Handwriting

Fact: Dysgraphia is a neurological condition that affects handwriting, spelling, and written expression. It is not simply poor handwriting.

15.2. Myth: Dysgraphia is Rare

Fact: Dysgraphia is relatively common, affecting an estimated 5-20% of children.

15.3. Myth: Dysgraphia is a Sign of Low Intelligence

Fact: Dysgraphia is not related to intelligence. Individuals with dysgraphia can have average or above-average intelligence.

15.4. Myth: Dysgraphia Will Go Away on Its Own

Fact: Dysgraphia requires targeted intervention and support. It will not resolve without explicit instruction and strategies.

15.5. Myth: All Students with Dysgraphia Need the Same Interventions

Fact: Interventions should be tailored to the individual’s specific needs and learning style.

16. Case Studies: Success Stories of Individuals with Dysgraphia

Real-life examples illustrate the impact of targeted interventions and support for individuals with dysgraphia. These success stories highlight the potential for improvement and achievement.

16.1. Case Study 1: Overcoming Handwriting Challenges

• Background: A young student struggled with illegible handwriting, impacting academic performance and self-esteem.
• Intervention: Targeted handwriting instruction, occupational therapy, and assistive technology (digital pen and tablet).
• Outcome: Improved handwriting legibility, increased writing fluency, and enhanced academic confidence.

16.2. Case Study 2: Enhancing Written Expression

• Background: A high school student had difficulty organizing thoughts and expressing them in writing, leading to poor grades in essay-based subjects.
• Intervention: Explicit instruction in planning and organizing compositions, use of graphic organizers, and speech-to-text software.
• Outcome: Improved essay structure, enhanced clarity of expression, and higher grades in writing-intensive courses.

16.3. Case Study 3: Achieving Academic Success

• Background: A college student with dysgraphia feared academic failure due to writing demands.
• Intervention: Accommodations (extended time, alternative formats), assistive technology (speech-to-text), and writing support services.
• Outcome: Successful completion of college degree, increased self-advocacy skills, and confidence in academic abilities.

17. Future Directions in Dysgraphia Research and Support

Ongoing research and advancements in technology continue to improve understanding and support for individuals with dysgraphia. Future directions include:

17.1. Neuroimaging Studies

Neuroimaging studies provide insights into the neural mechanisms underlying dysgraphia. These studies help identify specific brain regions and processes involved in writing difficulties, informing the development of targeted interventions.

17.2. Technology Innovations

Innovations in technology continue to enhance assistive tools for individuals with dysgraphia. These include:

• AI-Powered Writing Assistants: Intelligent writing tools that provide real-time feedback and support.
• Adaptive Learning Platforms: Personalized learning platforms that adjust to the individual’s needs and learning style.
• Virtual Reality Interventions: Immersive virtual reality programs that simulate handwriting and writing tasks.

17.3. Educational Policy and Advocacy

Advocacy efforts are crucial for promoting awareness and improving educational policies related to dysgraphia. This includes:

• Increased Awareness: Raising awareness among educators, parents, and the public.
• Improved Assessment Practices: Implementing comprehensive assessment practices that accurately identify dysgraphia.
• Enhanced Support Services: Ensuring access to appropriate support services and accommodations.

18. Where Can You Find More Information and Resources?

Accessing reliable information and resources is essential for understanding and supporting individuals with dysgraphia. LEARNS.EDU.VN is a valuable resource, along with other organizations and websites.

18.1. LEARNS.EDU.VN

LEARNS.EDU.VN offers articles, courses, and tools designed to support students with dysgraphia and their educators. Our resources include:

• Detailed Guides: Comprehensive guides on handwriting, spelling, and composition strategies.
• Online Courses: Interactive courses for students, teachers, and parents.
• Assistive Technology Reviews: Reviews and recommendations for assistive technology tools.
• Community Forum: A forum for sharing experiences and advice.

18.2. Other Organizations and Websites

• International Dyslexia Association (IDA): Provides fact sheets, research, and resources on dyslexia and related learning disabilities.
• Learning Disabilities Association of America (LDA): Offers information and support for individuals with learning disabilities and their families.
• National Center for Learning Disabilities (NCLD): Provides resources and advocacy for children and adults with learning disabilities.

By accessing these resources, individuals with dysgraphia, their families, and educators can gain the knowledge and tools needed to overcome writing challenges and achieve academic success.

19. FAQ: Frequently Asked Questions About Dysgraphia

19.1. What are the first signs of dysgraphia in children?

Early signs include difficulty forming letters, slow and labored handwriting, and avoidance of writing tasks.

19.2. Can dysgraphia be cured, or is it a lifelong condition?

Dysgraphia is a lifelong condition, but targeted interventions can significantly improve writing skills.

19.3. How is dysgraphia diagnosed?

Dysgraphia is diagnosed through comprehensive assessments by educational specialists.

19.4. What kind of doctor can diagnose dysgraphia?

Educational psychologists, neuropsychologists, and learning specialists can diagnose dysgraphia.

19.5. How does dysgraphia affect adults?

Adults with dysgraphia may struggle with handwriting, spelling, and written communication in professional and personal contexts.

19.6. What are some effective strategies for teaching a child with dysgraphia to write?

Effective strategies include explicit handwriting instruction, multisensory techniques, and assistive technology.

19.7. What are the key differences between dysgraphia and dyslexia?

Dysgraphia primarily affects handwriting and written expression, while dyslexia primarily affects reading.

19.8. Can a child with dysgraphia learn to type effectively?

Yes, typing can be an effective alternative to handwriting for individuals with dysgraphia.

19.9. How can assistive technology help someone with dysgraphia?

Assistive technology provides tools that bypass or support handwriting challenges, enhancing written expression.

19.10. What accommodations are typically provided to students with dysgraphia in schools?

Common accommodations include extended time, alternative formats, and note-taking assistance.

20. Conclusion: Empowering Learners with Dysgraphia

Dysgraphia presents significant challenges to learning, but with accurate diagnosis, targeted interventions, and supportive strategies, individuals with dysgraphia can achieve academic and professional success. LEARNS.EDU.VN is committed to providing resources and support to empower learners with dysgraphia. By understanding the nature of dysgraphia and implementing effective strategies, we can help individuals overcome writing challenges and reach their full potential.

Are you looking for more ways to support your learning journey or that of someone you know with dysgraphia? Visit learns.edu.vn today! Explore our comprehensive guides, interactive courses, and assistive technology resources. Our team of experts is dedicated to providing the knowledge and tools needed to overcome writing challenges and achieve academic success. Contact us at 123 Education Way, Learnville, CA 90210, United States, or reach out via WhatsApp at +1 555-555-1212. Your path to empowered learning starts here! With targeted interventions in orthographic coding, sequential finger movements, and handwriting skills, and early intervention benefits, individuals with dysgraphia can improve their written language skills, handwriting skills, and spelling abilities.