Writing Disorder: A Review of the Literature
Writing is an essential skill for academic success, communication, and professional development. Writing disorders, such as dysgraphia and dyspraxia, can significantly interfere with these abilities and have been the focus of increasing research in recent decades. This article provides an overview of current research on writing disorder, including its definition, diagnosis, and interventions.
Definition
Writing disorder (WD) is a broad term that encompasses a range of difficulties with written expression, including dysgraphia and dyspraxia. Dysgraphia is defined as an impairment in the ability to produce written language; this can include difficulties with handwriting, spelling, grammar, organization, and recall of information (American Psychiatric Association, 2013). Dyspraxia is defined as an impairment in the ability to plan and execute motor movements, including difficulty with the physical act of writing (American Psychiatric Association, 2013). Though both dysgraphia and dyspraxia can be present in individuals with WD, they can also exist independently or in combination with other neurological disorders.
Diagnosis
WD can be diagnosed through a variety of methods, including physical, auditory, visual, and motor tests. Physical tests, such as finger tapping and paper folding, can help to identify gross and fine motor deficits associated with dyspraxia. Auditory tests, such as repeating sentences and reading comprehension, can help to identify deficits in language processing associated with dysgraphia. Visual tests, such as copying shapes and pictures, can help to identify visual perception deficits related to dysgraphia. Motor tests, such as handwriting speed and accuracy, can help to identify deficits in motor control associated with dyspraxia.
Interventions
Individuals with WD can benefit from a variety of interventions. Occupational therapy can help to improve gross and fine motor skills associated with dyspraxia. Speech and language therapy can help to improve language processing and recall associated with dysgraphia. Cognitive behavioral therapy can help to improve executive functioning skills, such as organization and planning, associated with WD. Finally, providing accommodations in the classroom, such as extra time on tests and assignments, can help to reduce the impact of WD on academic performance.
Conclusion
WD is a complex disorder that can have a significant impact on an individual’s ability to write. While there is no single treatment for WD, a variety of interventions can be used to reduce its impact. Further research is needed to improve our understanding of WD and its associated disorders, as well as to develop effective interventions for those affected by it.
References
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author.