Developmental dysgraphia: An overview and framework for research

Abstract

Developmental deficits in the acquisition of writing skills (developmental dysgraphias) are common and have significant consequences, yet these deficits have received relatively little attention from researchers. We offer a framework for studying developmental dysgraphias (including both spelling and handwriting deficits), arguing that research should be grounded in theories describing normal cognitive writing mechanisms and the acquisition of these mechanisms. We survey the current state of knowledge concerning developmental dysgraphia, discussing potential proximal and distal causes. One conclusion emerging from this discussion is that developmental writing deficits are diverse in their manifestations and causes. We suggest an agenda for research on developmental dysgraphia, and suggest that pursuing this agenda may contribute not only to a better understanding of developmental writing impairment, but also to a better understanding of normal writing mechanisms and their acquisition. Finally, we provide a brief introduction to the subsequent articles in this special issue on developmental dysgraphia.

Keywords: Developmental dysgraphia; developmental dyslexia; handwriting; reading; spelling.

Figures

Figure 1.

Schematic depiction of the cognitive mechanisms making up the normal adult writing system.

Figure 2.

Schematic depiction of the cognitive handwriting mechanisms, which map abstract letter identities onto motor programs for production of written responses.