... difficulty is out of harmony with the person's intelligence, regular teaching instruction, and (in most cases) the use of the pencil in non-learning tasks. It is neurologically based and exists in varying degrees, ranging from mild to moderate. Dysgraphia is often classified as either specific or non-specific (Deuel, 1994). Specific dysgraphia results from spelling disabilities, motor coordination problems, and language disabilities such as aphasia. The components of motor dysgraphia are sometimes related to anatomical problems, executive dysfunction, motor planning deficits, and visual-spatial perception problems. Non-specific dysgraphia may result from mental retardation, psychosocial deprivation, or poor school attendance. Some children do not develop adequate handwriting skills because they have not received enough direct instruction in written language. Deuel (1994) has divided dysgraphia into three subtypes: dyslexic dysgraphia, dysgraphia due to motor clumsiness, dysgraphia due to a defect in the understanding of space In dyslexic dysgraphia, spontaneously written text is poorly ...

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