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Dysgraphia is best defined as a neurodevelopmental disorder. manifested by illegible and/or inefficient handwriting due to difficulty with letter formation. This difficulty is the result of deficits in graphomotor function. (hand movements used for writing) and/or storing and retrieving orthographic codes (letter forms) (Berninger, 2015).
Many students with orthographic processing weaknesses struggle to recognise and/or correctly form alphabet letters and letter sequences, particularly in the early stages of reading and spelling development.
These can be assessed informally through analysis of writing, but some new tools are also available for formal investigation: The Test of Orthographic Competence, Second Edition (TOC-2) and certain subtests of the Tests of Dyslexia (TOD).
EVIDENCE THAT ORTHOGRAPHIC PROCESSING HAS A ROLE IN DYSLEXIA • Orthographic awareness (sensitivity to the constraints on how letters in written words are organized) contributes to learning letter‐sound associations. • Phonological and orthographic awareness interact to produce (sight) word recognition memory.
Pearson’s dyslexia toolkit includes clinical and classroom resources for screening, diagnostic evaluations, intervention, and progress monitoring. Included are tools that can be used across a wide range of professional groups and user qualification levels.
Healthcare providers may use the following assessments and tests in the diagnostic process: Formalized handwriting assessments : These tests can help measure the speed and legibility of your child’s writing.
order and combinations. Orthographic processing is the ability to form, store, and access these rules and recognize when words contain correct and incorrect spellings. Note: There is overlap between these two processing disorders; therefore, many tools may be appropriate to explore either or both.
