Research on dysgraphia has been rather sporadic and this becomes even more obvious when the focus is on dyslexic dysgraphia. Although dyslexia and dysgraphia appear unrelated, they are often found to co-exist. In addition to the problems encountered in phonological decoding or reading, children with dyslexic dysgraphia also manifest difficulties in spontaneous writing or spelling, but they are able to draw or copy and their finger-tapping speed (a measure of fine-motor speed) is within the normal range for age and grade levels. Twelve children aged between 7 years 10 months and 9 years 7 months were randomly selected to participate in this quasi-experimental study which used the single-group pre-test-post-test research design to determine if cursive handwriting as an intervention strategy was effective to improve their reading and spelling performance. The results showed that both reading and spelling processes were more closely intertwined than cursive handwriting with either reading or spelling process. Hence, the impact of cursive handwriting on either reading or spelling or both was found to be insignificant.