Dysgraphia is a writing disorder, which results in misshapen letters and unfulfilled spaces. This alteration of written language concerns the mechanical skills associated with cursive writing, more commonly known as “attached writing”.

Dysgraphia often results in loss of self-confidence and reduced academic achievement. And, despite the importance of computers in everyday life, legible writing remains an essential skill in everyday life. Re-education of writing can remedy this learning disability. Another alternative: the use, in class, of the computer, to compensate for the difficulties in the dysgraphic child. 

Definition of dysgraphia

The definition given by the French neuropsychiatrist Julian de Ajuriaguerra of dysgraphia is quite complete: “Is dysgraphic a child in whom the quality of writing is deficient when no neurological or intellectual deficit can explain this deficiency.”

Dysgraphia is therefore a persistent disorder in the realization of the graphic gesture, affecting the form of writing, but also its speed of execution.

It can in particular be part of the symptomatology of proprioception disorders: the ability to determine the position of parts of the body, as well as the amplitude or direction of its movements, without the support of visual or auditory cues.

Causes of dysgraphia

• Intrinsic factors:

The task of writing is complex and involves many skills. In the gesture of writing, skills such as fine motor control, bilaterality, visuospatial integration, or even movement planning are at stake. Also interfere with the quality of hand manipulation, those of visual perception and proprioception, already mentioned, as well as a capacity for sustained attention. The faculty of sensitivity of the fingers also plays a major role.

Dysgraphia can be explained by the failure of one or more of these skills, called intrinsic factors.

• Extrinsic factors:

Extrinsic factors, of a biomechanical nature, or relating to the environment may also be involved: type of pen or paper used, height between chair and desk, volume of writing required, etc. 

Diagnosis of dysgraphia: qualitative and quantitative aspects

The diagnosis of dysgraphia combines valid and standardized tools with informal observations, such as can be carried out in the classroom by the teacher.

• To assess the quality of writing, the BHK dysgraphia score, established in 2002, takes into account the quality of the drawing, that of the reproduction of the letter, such as its size, shape or proportion, and the sequence letters between them, keeping the line, or the organization in the page … 
• The quantitative aspect of writing is also determined by the BHK, or by Lespargot’s writing speeds, established in 1981 and recalibrated in 2008. These tests will situate the child in relation to his age group or age. school level, determining the intensity of its deviation from the norm. Fatigability, low endurance or slowing down of the writing rate over time can thus be detected.
• In addition, Ajuriaguerra’s so-called writing acceleration test will assess the degree of automation, which allows or does not allow the acceleration of the writing rhythm. Lower performance, synonymous with insufficient automation, will therefore require a higher attentional load.

These written language disorders, interfering with readability but also the speed of writing, are evaluated via a speech therapy assessment, which will help in the diagnosis of dysgraphia, pointing out deleterious registers. Ultimately, this diagnosis requires the opinion of a doctor, often a neuropediatrician, who considers all the assessments carried out by professionals: psychologist, ophthalmologist, orthoptist, speech therapist, psychomotor therapist, etc.

People affected by dysgraphia

10 to 30% of school-age children are affected by dysgraphia. Boys are more affected than girls. Thus, studies carried out in children aged 7 and over have shown, comparatively, a significant decrease in the quality and speed of writing in boys.

Risk factors for dysgraphia: prematurity or hyperactivity

Children born prematurely are more prone to dysgraphia than children born at term. In particular, the decrease in their sensory capacities at the level of the fingers. Another risk factor: hyperactivity. About 50% of hyperactive children with attention deficit have problems with fine motor coordination.

Handwriting and its functionality are evaluated based on three criteria: speed, readability, and cognitive cost.

Cognitive cost of dysgraphia: main symptoms

Dysgraphia thus generates a significant cognitive cost, which various symptoms can be assessed even in a fairly informal manner, such as:

• hypertonia, an exaggerated increase in muscle tone. This tension in a muscle at rest is sometimes also associated with pain.
• Synkinesias can be observed: the involuntary contraction of muscles, associated with movements of other muscles, voluntary or reflexes.
• An abnormal fatigability, as well as a degradation of the handwriting over the task are often observed.

Other symptoms

In addition, psychological symptoms, particularly lack of confidence or self-esteem, are frequently detected. Dysgraphia can also reveal a difficulty in accepting a constraint, or in expressing oneself.

Several approaches can be combined in the treatment of dysgraphia.

Main treatment for dysgraphia: writing rehabilitation

Graphotherapy sessions, carried out by a speech therapist, a psychomotor therapist or a graphopedagogue, will allow the child to re-educate his writing. The activity of writing mobilizing both motor functions and psychic functions, graphotherapy will aim to improve his writing and, at the same time, the behavior of the child.

• During these sessions, relaxation can accompany the gestural exercises of writing and graphics.
• These exercises will be done in a fun form.
• Posture correction exercises will be integrated, improving the outline made by the child thanks to the placement of his body.
• Motricity exercises will allow work on muscle detachment and the manipulation of objects.
• Various pre-graphic exercises will help the child to acquire ease and fluidity of movement.
• Scryptographic exercises will focus on the writing member, through the realization of shapes, continuous lines, sinusoids, garlands …
• Finally, calligraphy exercises will allow the child to learn to write correctly, by playing on factors such as the writing medium, the instruments, and by offering writing exercises: rhythmic or blind writing, variation of the letter size, etc.

Solutions against dysgraphia in the classroom

In the classroom, the teacher can make arrangements for the dysgraphic student, such as:

• Provide photocopies and blank texts, for correct note taking. 
• Adapt the writing tools using colored lines, notebooks with greater spacing.
• Support the reproduction of geometric figures.
• Make sure to develop the pleasure of writing …
• Finally, the child may be offered the use of a computer.

Using computers in the classroom to compensate for dysgraphia

The computer can indeed be a means of compensation in children with dysgraphia. Because even if the re-education of graphics allows it to improve its performance, in terms of readability as well as speed, the cognitive cost that persists is such that it considerably cuts off the child’s attention.

“At school, the child in a situation of unprofitable writing remains parasitized by the production of the written record, and no longer has sufficient resources to focus on the conceptual task”, underline occupational therapists Anne-Laure Guillermin and Sophie Leveque-Dupin. They specify that “The writing gesture can be compensated for by typing on the keyboard, which remains a simpler motor act even if it must be automated”.

These two practitioners, who are also trainers, insist on the protocol for setting up the computer tool, which “Requires the child to acquire sufficient typing speed, and that his computer allows him to respond to all school situations”.

Finally, on the condition that it does not become on the contrary an over-handicap, the computer, freeing the child from the gesture of writing, will increase his attentional capacity for other cognitive tasks.

Herbal medicine: Bach flowers recommended for dysgraphia

Herbal medicine, and particularly Bach flowers, could also provide a saving boost in the face of the difficulties of the dysgraphic child: this is what the approved counselor Françoise Quencez suggests, in her book Better school life with Bach flowers.

For children who suffer from writing disorders, the following will be particularly recommended:

• Sceleranthus (breath), flower of emotional balance that acts on indecision and lack of coordination,
• Chestnut Bud, from the group “lack of interest in the present”, useful against learning difficulties.

Neuroscientist Bernard Sablonnière described it well: “The brain is so plastic that the mechanisms related to learning and the development of brain capacity are inseparable.” There are what he calls learning windows, that is, “periods conducive to certain learning skills”..

This notion of receptivity window for learning is found for fine motor skills, optimal between three and eighteen months: the age at which the child then needs to touch, press … And stimulate various skills through exercise can modify the program. Bernard Sablonnière is also categorical: “If children as young as three months old are trained to recognize and grasp objects with the help of appropriate exercises, they acquire motor skills earlier than normal development of motor cortex connections would. or from the age of five months. “

From an early age, exercise children in graphic gestures of all kinds, drawing, plastic games, gripping, and have them handle and pick up objects, while ensuring as much as possible to limit their exposure to screens, which risk weakening their potential psychomotor, are all avenues to follow to promote better future motor development in children. And allow him, perhaps, to avoid the inconveniences caused by dysgraphia, such as, probably still too often, that of being called “lazy” or “clumsy”?

The causes of dysgraphia, admittedly complex, are multifactorial. However, it is a surmountable handicap, once it is detected and taken care of. Daily handwriting training in primary school is the first line of prevention, further supporting spelling proficiency.