Developmental dysgraphia refers to a grouping of neuropsychologically-based, specific learning disabilities that directly impact approximately 7-15% U.S. students (Feifer, 2013). Effective writing, including the use of fundamental and effective communication of ideas and content-specific knowledge in written form, are crucial not only for academic success, but also to meaningfully and fully participate in the in the global economy (Burns et al., 2017; National Commission on Writing, 2004; Pinkus, 2006). Despite the clear necessity for well-developed written expression abilities, the diagnostic process for identifying students with dysgraphia remains "tedious, subjective, and dependent to the language used," suggesting the importance of common terminology and assessment practices (Devillaine et al., 2021; Feifer, 2013). Furthermore, while research supports an intervention prescription process based on identified areas of need, the deployment of such recommendations is inconsistent and often unguided (Burns et al., 2017; Feifer, 2013; Grunke & Leonard-Zabel, 2015). Thus, the purpose of this dissertation is to examine the process of assessment, interpretation, and intervention prescription for students with developmental dysgraphia, as this is an area of continued need. Additionally, the Gruendemann Dysgraphia Intervention Prescription List (G-DIPL), a resource designed to support educators and practitioners in prescribing specific, deficit-based interventions to students with dysgraphia will be introduced and reviewed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]