This session focuses on evaluating SLD in Written Expression when graphomotor skills and orthographic processing are not the primary source of difficulty. Participants will examine how language formulation, executive functioning, working memory, and other CHC cognitive processes can independently, or interactively, impact written expression. Using task-based comparisons and observational data, participants will learn how to distinguish dysgraphia from SLD–Written Expression without dysgraphia and how to clearly document these distinctions in evaluation reports and eligibility discussions.