Writing is a complex process that presents quite a challenge resulting
in “lousy writing.” Often, they are labeled as lazy and unmotivated. One
needs to take into consideration the complex integration of skills needed
to put words onto paper. The components of learning to print in manuscript
letters is hard enough but, no sooner has a child learned to print than they
are expected to learn cursive writing.

Physically manipulating a pen or pencil to write includes these skills: motor
planning and execution, visual-perceptual skills, visual-motor coordination,
orthographic coding and kinesthetic feedback. Intact visual-perceptual skills
especially visual discrimination and visual closure are needed to write. Visual
closure allows a person to see the whole when a part is missing and visual
discrimination permits detection of likenesses and differences. Writing
is a three-pronged skill. Once the mind understands the physical process,
it creates a plan of the movements needed to complete the task. The hand's
movements are coordinated on paper by the feedback sent to the brain by
the nerves and muscles. Then, the movements of writing become automatic
or produced without much concentration on the formation of each line. Neural
pathways have been formed in the brain for this. People including teachers
don't realize some students prefer printing over cursive because printing
requires the knowledge of 26 different letter patterns while cursive letters
seem to have limitless formations. Motor planning means knowing all of the
movements. Poor finemotor coordination leads to poor letter formation.
Writers with poor kinesthetic feedback from muscles and nerves may have
an awkward grasp on the pencil in order to exert control of it. They press
down heavily on the paper to get some of the feelings that normal pressure
does not provide. Production is laborious and fatiguing for these writers.
Students with poor visual-motor integration have a hard time breaking down
visual information, processing it in the brain, and reproducing it on paper.
Copying is a hard task indeed.

Dysgraphic students often have much higher verbal than written skills.
They use verbal rehearsal (talking to themselves) as they work which is
another way to input information to the brain. Occupational therapists
can help provide guided practice and strategies for students with writing
disorders. These strategies work best when reinforced in the classroom
and at home. Special grips for pens may be recommended. Erasable pens
may be used by older students. Paper with raised lines may be used to
produce a visual frame to help keep letters within a certain space. Until
some of the most basic skills have been learned, it is recommended that
students be given a reprieve for some assignments by letting them use a
keyboard.