Dyslexia vs Dysgraphia: Signs and How to Help

Understanding the differences between dyslexia vs dysgraphia is essential for educators, therapists, and parents supporting children with learning difficulties. While both are specific learning disabilities that impact literacy skills, they manifest in different ways—dysgraphia primarily affects writing, while dyslexia interferes with reading and spelling. These conditions often overlap, therefore identifying their distinct characteristics can help guide appropriate interventions. Explore the key differences between dysgraphia and dyslexia, common signs in school settings, and evidence-based interventions across different levels of support.

What Is Dysgraphia?

Dysgraphia is a neurodevelopmental disorder that affects a child’s ability to write efficiently and legibly. It involves difficulties with the motor control needed for writing, including issues with letter formation, handwriting speed, spacing, and consistency in letter size. Children with dysgraphia may struggle to remember how to form letters correctly, leading to inconsistent handwriting and difficulty expressing their thoughts in writing.

The research by Baggett, Diamond, and Olszewski (2024) highlights that children with dysgraphia often exhibit signs such as an unusual pencil grip, excessive pressure on the paper, slow writing speed, and frustration when completing written assignments. Writing difficulties in dysgraphia are not solely due to a lack of instruction, and if a child does not show improvement after receiving writing instruction for several months, additional support should be considered.

Since writing is an essential skill for academic success, students with dysgraphia may struggle with note-taking, written assignments, and test-taking. Early identification and intervention are necessary to ensure that children with dysgraphia receive the appropriate support to develop their writing skills.

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What Is Dyslexia?

Dyslexia is a neurodevelopmental disorder that affects a child’s ability to read and spell accurately and fluently. It is characterized by difficulty with word recognition, decoding, and spelling due to a deficit in phonological processing. Dyslexia is not related to intelligence, and many children with dyslexia have strong thinking and reasoning skills.

According to the research by Baggett, Diamond, and Olszewski (2024), dyslexia may not always be immediately recognized in young children, as early signs can be subtle. Difficulties may become more evident when reading expectations increase in higher grade levels. However, early indicators of dyslexia can include difficulty recognizing letters, problems with rhyming, and trouble remembering the sounds that letters make.

Children with dyslexia often struggle with spelling, letter reversals, and organizing their thoughts in writing. Since reading and writing are foundational skills for academic success, children with dyslexia require explicit instruction in phonics, reading strategies, and spelling to help them overcome challenges.

Signs at School for Dyslexia vs Dysgraphia

Children with dysgraphia and dyslexia may exhibit overlapping signs, but they also have distinct characteristics. Some common indicators in the school setting include:

Indicators of Dysgraphia:

Illegible handwriting with inconsistent letter sizing and spacing
Slow or effortful writing speed
Unusual pencil grip or excessive pressure on the paper
Frequent letter reversals, omissions, or additions
Difficulty organizing ideas and structuring sentences in writing
Avoidance of writing tasks due to frustration

Indicators of Dyslexia:

Difficulty recognizing or recalling letters and letter sounds
Poor phonological awareness, such as trouble rhyming or blending sounds
Frequent spelling errors, including transposing letters within words
Slow or laborious reading with difficulty decoding unfamiliar words
Struggles with reading comprehension due to the effort required for decoding
Avoidance of reading activities and frustration with literacy tasks

Since these challenges impact learning, early recognition is crucial. Educators and therapists can use structured observations and assessments, such as analyzing writing samples and tracking reading progress, to identify potential difficulties and implement appropriate interventions.

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Examples of Tier One Interventions

Tier one interventions are strategies that can be implemented in the general classroom setting to support all students, including those who may be struggling with writing or reading. These interventions focus on providing high-quality instruction and targeted support to improve literacy skills.

Classroom Strategies for Dysgraphia:

Explicit instruction in letter formation with multisensory approaches, such as tracing letters in sand or using textured paper
Opportunities for frequent writing practice with visual and verbal prompts
Providing graphic organizers to help students structure their thoughts before writing
Allowing students to use alternative writing tools, such as larger pencils or slanted surfaces, to improve grip and posture

Classroom Strategies for Dyslexia:

Structured phonics instruction that focuses on letter-sound relationships
Providing read-aloud support and modeling fluent reading
Teaching decoding strategies to help students sound out unfamiliar words
Using word walls and visual supports for commonly used words
Encouraging audiobooks or text-to-speech technology to support reading comprehension

These strategies help all students develop literacy skills while offering essential support to those with dysgraphia and dyslexia.

Examples of Tier Two Interventions

Tier two interventions are designed for students who need additional, targeted support beyond classroom instruction. These interventions typically occur in small-group settings and focus on individualized instruction to address specific literacy challenges.

Targeted Interventions for Dysgraphia:

Small-group instruction on handwriting techniques, including letter formation and spacing
Providing adaptive writing tools, such as weighted pencils or pencil grips
Explicit instruction on sentence structure, punctuation, and grammar
Guided practice with writing assignments, breaking tasks into manageable steps

Targeted Interventions for Dyslexia:

Small-group phonics instruction using evidence-based reading programs
Repeated reading practice to improve fluency and accuracy
Teaching spelling patterns and word recognition strategies
Using assistive technology, such as speech-to-text programs, to support written expression

Tier two interventions help bridge the gap for students who need more intensive instruction to improve their writing and reading abilities.

Examples of Tier Three Interventions

Tier three interventions are the most intensive level of support and are typically provided through individualized instruction or specialized services. These interventions may involve direct support from specialists, such as occupational therapists, speech therapists, or special educators.

Specialized Support for Dysgraphia:

One-on-one occupational therapy to improve fine motor skills and handwriting control
Customized writing accommodations, such as speech-to-text technology or keyboarding instruction
Intensive writing instruction with structured practice and feedback

Specialized Support for Dyslexia:

One-on-one or small-group reading intervention with structured literacy programs
Explicit instruction in phonemic awareness, decoding, and comprehension strategies
Providing reading accommodations, such as extra time on tests or alternative assessment methods

These interventions are essential for students who require specialized support to make progress in their literacy skills.

Professionals Who Can Help When It Comes to Dyslexia vs Dysgraphia

A multidisciplinary approach is often needed to support children with dysgraphia and dyslexia. The following professionals play a key role in assessment, intervention, and ongoing support:

Occupational therapists help children develop fine motor skills, improve pencil grip, and enhance handwriting legibility.
Special educators provide targeted literacy instruction and accommodations in the classroom.
Speech therapists support phonological awareness, language processing, and oral language skills essential for reading and writing.
Reading specialists offer evidence-based reading interventions and structured literacy programs.
Classroom teachers implement instructional strategies and accommodations to support students with literacy difficulties.

Collaboration among these professionals ensures that children receive the necessary support to succeed in reading and writing.

Key Points: Dyslexia vs Dysgraphia

Dysgraphia and dyslexia are distinct learning disabilities but often overlap in their impact on writing and reading.
Dysgraphia primarily affects writing skills, including letter formation, handwriting speed, and written organization.
Dyslexia primarily affects reading and spelling, with difficulties in word recognition, decoding, and phonological processing.
Signs in school settings include illegible handwriting, slow writing speed, and difficulty organizing thoughts for dysgraphia, while dyslexia involves reading struggles, frequent spelling errors, and difficulty recognizing letter sounds.
Tier one interventions include structured classroom instruction, multisensory learning strategies, and environmental accommodations.
Tier two interventions provide small-group targeted support, such as guided handwriting practice for dysgraphia or phonics-based instruction for dyslexia.
Tier three interventions involve individualized therapy from occupational therapists, speech therapists, reading specialists, and special educators to provide intensive, structured support.
A multidisciplinary approach is essential to ensure that children receive appropriate interventions and accommodations to support their learning success.
Early identification and intervention can significantly improve academic outcomes for children with dysgraphia and dyslexia.

Reference for Dyslexia vs Dysgraphia

Baggett, M., Diamond, L. L., & Olszewski, A. (2024). Dysgraphia and dyslexia indicators: Analyzing children’s writing. Intervention in School and Clinic, 59(5), 319-330.

February 7, 2025/by yourtherapysource