Developmental Dysgraphia; Interpretation And Classification Approaches

Abstract

The current study seeks to form a complete theoretical image about one of the most important learning disabilities which is the writing difficulty, according to three basic goals, the first goal is trying to identify the dysgraphia essence by setting the concept referring to the most important psychological and educational approaches that tried to provide coherent definitions about The concept of dysgraphia, while the second goal is related to the researcher's attempt to make a comparison between the various theoretical explanatory models of the emergence mechanism of dysgraphia. The third goal is formulated for reviewing the most important classifications which tried to collect the important clinical appearances of dysgraphia. In order to prove these goals, the researcher adopted a bibliographic and descriptive method by presenting and analyzing the most important theories and models that attempted to explain dysgraphia. At the end of this theoretical study, the researcher reached to formulate an integrated image of dysgraphia, through which he has proven that dysgraphia is not merely symptom in appearances of other learning disabilities, as some writings have tried to present, but it is a distinct difficulty that needs distinct interventions