Monday 16th March 2015
The 3 subtypes of dysgraphia
Researchers at Dysgraphia Help have clearly identified 3 different subtypes of dysgraphia following analyses of the results of the online dysgraphia tests taken by individuals over the age of 8.
In most cases, those that were diagnosed with dysgraphia presented symptoms of two subtypes of dysgraphia, however there were some that just presented symptoms of one subtype and a few that presented symptoms of all three.
We have yet to clearly identify that of phonological and visual dysgraphia from our analyses of the results of the online dysgraphia tests. These are subtypes that have been identified by other fellow researchers of dysgraphia.
The subtypes that we have clearly identified are dyslexic dysgraphia, motor dysgraphia and spatial dysgraphia.
Dyslexic dysgraphia is that whereby an individual’s handwriting contains a number of spelling mistakes similar to those we would find in a dyslexic individual’s handwriting. It can often be that the individual has both dyslexia and dysgraphia, however this is not always the case. A person can indeed have dyslexic dysgraphia without having dyslexia. This is when an individual is confident in choosing the correct spelling from a list or spelling it orally (unlike dyslexics), yet they misspell the word when writing it by hand.
Motor dysgraphia is that whereby an individual’s handwriting is illegible as a result of below average fine (and sometimes gross) motor skills, dexterity and/or muscle development in the hand and wrist. It is common for an individual with motor dysgraphia to have an unorthodox handwriting posture and pen/pencil grip which contributes to fatigue, aches and pains, specifically in (but not limited to), their wrist and hand when handwriting.
Spatial dysgraphia is that whereby an individual has difficulty with their visual spacing and spatial awareness when writing by hand. Their handwriting is very often described as being “all over the place”, with the size of consecutive letters and spacing between letters, words, sentences, lines, paragraphs and margins often being inconsistent (sometimes even when margins and lines are provided).
At Dysgraphia Help we hope to continue our research into dysgraphia to further develop our understanding of the learning difference and also to help raise awareness of dysgraphia in schools across the UK (and eventually the world).
If you would like to get tested for dysgraphia or know someone else who may benefit from a diagnosis, there is more information about testing for dysgraphia at: www.dysgraphiahelp.co.uk/testing-for-dysgraphia/