This workbook discusses both language-based and nonlanguage-based written language disorders from a brain-based education model of learning. It is intended for school psychologists, occupational therapists, speech pathologists, special educators, and school administrators. Some of the key chapters include:

• Shortcomings of Intelligence Tests
• Subtypes of Dysgraphia
• Working Memory and Written Language
• Executive Fuctioning and Written Language
• The 90 Minute Dysgraphia Evaluation
• Remediation Strategies for Dysgraphia

It is crucial for all educators to have a working knowledge of the neural processes involved in the highest level of human communication; namely written production. Unfortunately, writing skills among students have shown little improvement over the past two decades, and with the advent of modern technology, the need for exacting paper and pencil composition has been trivialized. Part of the difficulty is the notion of one size fits all which often preys upon the American education system, leading to a homogeneous classroom model for all children and producing similar instructional strategies. The primary objectives of this workbook are to:

• Discuss the fallacies inherent upon relying solely on intelligence tests to diagnose written language disorders in children.
• Utilize cutting edge research from the neurosciences to understand the various brain mechanisms involved with both language and nonlanguage types of written disorders in children.
• Introduce the 90 minute dysgraphia evaluation as a move viable means to both diagnosis and remediate written language disorders in children.
• Discuss the various subtypes of written language disorders from a brain-based educational model of learning, and tie in appropriate educational strategies for each subtype.