Writing disorders constitute an essential subset of specific learning disabilities that affect both academic outcomes and cognitive development. This paper examines dysgraphia and dysorthographia as two closely related but distinct phenomena, with particular focus on their differential features, etiological factors, and implications for diagnosis and intervention. Drawing on international classifications (ICD-11, DSM-5), cross-linguistic perspectives, and scholarly contributions, the study highlights how motor-based and orthographic-linguistic deficits shape the nature of writing impairments. The paper emphasizes the importance of distinguishing between the two conditions for accurate assessment and effective remediation, while acknowledging the variations in terminology and classification across different linguistic and cultural contexts.

Dysgraphia, Dysorthographia, Specific learning disorder

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