The comparison and analysis of errors in the writing of elementary school boy students with and without dysgraphia

In the present research the writing mistakes of ordinary elementary school boys and those with dysgraphia, have been compared and analyzed.Research sample was taken from six boy’s elementary school which was selected randomly among educational zones of Tehran city.Sample comprised 150 students of 3rd, 4th and 5th grade; 75 dysgraphic and 75 ordinary students.GPA,samples of handwriting and dictation of both groups were collected for assessment, and a few interviews were conducted with teachers and parents of dysgraphic students. Data was analyzed using descriptive and inferential statistics and content analysis. Results showed there is a significant difference between the two groups in the type and frequency of writing mistakes.A remarkable finding of this research is about the result of between-grade comparisons which showed a substantial decrease in types and frequency of writing mistakes in ordinary students as grades increase, while there was an increase or consistency in writing mistakes over time in dysgraphic students. Thus it can be councluded that dysgraphic students dont benefit from the instructions that is based on drill and repetition.