33% of children struggle to learn how to write.

Nine out of 10 do not get the support they need in school.

Dysgraphia is a neurodevelopmental condition.

It is a Specific Learning Disability.

In an IEP or 504 plan, it is written as a Written Expression Disability.

Types of Dysgraphia

Visual Spatial Dysgraphia

Visual-Spatial Dysgraphia

The sensory information entering the brain is interpreted incorrectly.

Motor Dysgraphia

Motor Dysgraphia


  • Delayed muscle tone development
  • Decreased fine motor skills
  • Difficulty crossing midline
  • Motor planning problems


Memory Dysgraphia

Memory Dysgraphia

  • The inability to store and retrieve sensory information.
  • This information can be presented in oral or written form. They cannot respond in written form without a visual cue.


Word Formation Dysgraphia

Word Formation Dysgraphia

Word formation dysgraphia is simply difficulty in understanding the basics forming words.

Sentence Formation Dysgraphia

Sentence Formation Dysgraphia

  • Without the visual cue, these children have a run-on word with minimal capitalization and punctuation.
  • Speed and fluency are the greatest struggles for children with sentence formation dysgraphia.
Paragraph Formation Dysgraphia

Paragraph Formation Dysgraphia

  • These children have a very difficult time with the conversational stage of writing.
  • Speed and fluency impact the creative writing and the ability to answer in paragraph form.

SAVE THE DATE   Book launch is March 12, 2019.

Handwriting Brain-Body DisConnect

School is tough enough when you know how to write, imagine being one of the 33% of students who simply can’t write letters and numbers. This inability or difficulty is called dysgraphia. Children who suffer from dysgraphia often earn the reputation of lazy. However, these children, like all children, want to succeed. They do not need to live lives of frustration and anxiety and a constant feeling of failing the adults they respect.

About Cheri:

Cheri Dotterer

Cheri brings with her years of research and education. She earned her first BS in Biochemistry in 1987, a second BS in Occupational Therapy in 1994, and a MS in Occupational Therapy in 2009. In addition to working with K-12 programs, she has worked alongside several universities creating unique experiences for OT students and organizations in the practice of occupational


Check out all the resources on my Resources page to help students master their dysgraphia.