All Ages: Family History

Because dysgraphia often runs in families, a family history of dysgraphia can be a red flag for children with writing difficulties.

Preschool (age 3 to kindergarten)

Avoiding or Complaining about Drawing/Coloring

Children who complain that drawing/coloring makes their hands hurt/tired or who avoid drawing and coloring activities may have early signs of dysgraphia.

Children with fine motor delays or orthopedic/muscular disabilities may also avoid or complain about drawing/coloring activities.

Holding Crayons or Markers Awkwardly

While preschoolers often continue to work on pencil grasp well into kindergarten, children who hold crayons or markers with an awkward grip may be at risk for dysgraphia. These children may continue to hold crayons in a fisted grasp beyond the age when peers begin transitioning to a tripod grip (more on pencil grip development).

Children with dyslexia may also struggle with pencil grip development.

Difficulty with Writing Activities that Involve Patterns

Young children with dysgraphia can struggle to complete dot-to-dots, mazes, tracing or other activities that involve patterns. This happens because children need to focus on controlling a crayon or marker while following a pattern at the same time.

Children with attention issues or ADHD may also struggle with pattern activities.

School-Age (kindergarten and later)

Messy or Slow Writing, with Poor Spacing or Letter Formation

Adults are most likely to notice students with messy or slow writing for risk of dysgraphia. These students may have difficulty forming letters, struggle with spacing/size or have problems writing on a straight line. It’s not uncommon for children with dysgraphia to be unable to read what they wrote.

Children with dyslexia may also have difficulty with messy handwriting.

Difficulty with or Avoiding Writing Assignments

Children with dysgraphia often struggle to put thoughts on paper. They may try to avoid writing assignments by saying things like, “I don’t know what to write.” Some children may also have challenging behaviors when they are unable to meet writing expectations.

Children with anxiety or with attention issues/ADHD may also struggle with writing assignments. Anxious kids may worry that their assignment won’t be good enough, while kids with attention issues may find it difficult to focus their ideas.

Problems with Sentence Structure (but not when speaking)

Responses from students with dysgraphia often look very different depending on whether they are speaking or writing. In written samples, students may reverse/skip words – or use awkward sentence structures. The same students often do not have these problems when speaking.

Difficulty with Grammar, Punctuation and Spelling

Grammar, punctuation and spelling are all additional rules and patterns that students have to recall at the same time that they compose ideas and write them on a page. Because writing takes so much effort, students with dysgraphia may “run out of steam” by the time they reach the polishing stage.

Students with attention issues/ADHD or with dyslexia may also struggle with applying grammar, punctuation and spelling rules.

Difficulty Completing Fine Motor Tasks

Some children with dysgraphia struggle with fine motor tasks, including cutting with scissors, tying shoes (after age 8), buttoning clothes/using zippers or picking up small objects.

Children with fine motor delays or orthopedic/muscular disabilities may also have problems with fine motor tasks.