Dysgraphia
Writing is an important way to show what one has learned in school, so when there is a problem writing legibly and/or getting ideas onto paper, both student and teacher can easily become frustrated. Dysgraphia is the term used to describe difficulty with the act of writing; however, there are no measurable criteria to define the label.
Ideas seem to come faster than some gifted students (generally boys) are able to write or print. If the problem is not recognized and addressed with opportunities to communicate in alternative ways, dysgraphia may cause these children to shutdown during testing, class assignments, and homework.
Common signs of dysgraphia include:
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Poorly formed letters with a mix of size, slant, and shapes on each page.
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Writing that is (or is nearly) illegible, even though the child concentrates on the task.
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Difficulty staying on lines and within margins.
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Holding the pencil tightly, awkwardly, or with an unusual grip.
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Weakness copying and reproducing figures.
To help students with dysgraphia become more proficient, it is important to distinguish whether the cause is predominately a fine motor problem or if it stems from a disconnect between the idea production and its translation to actual writing.
You can help your child by offering opportunities to use technology for creative projects, while also finding a program to improve handwriting. Consider modifications of schoolwork such as less focus on written work, more options for using a keyboard, and occupational therapy for fine motor skills. Most importantly, don't abandon the development of writing proficiency.
More Information
The articles, "When Fingers Do The Working: Fine Motor and Graphomotor Facility or Futility" and "Igniting Their Writing: The Struggle to Get Ideas on Paper" by Mel Levine, provide background into writing difficulties.
More information and resources on dsygraphia.