Objective: This study was conducted to investigate the effect of teaching cognitive strategies on academic achievement in students with dysgraphia. Method: 60 students were randomly selected among 480 students with dysgraphia, and assigned randomly into two groups. The cognitive strategies were administered to the experimental group through Englert model in 25 sessions and in five different stages. Results: The results manifested significant differences in performance between the two groups. The experimental group had a better academic performance than the control group. However, no significant difference was observed between male and female students in academic achievement after teaching cognitive strategies. Conclusion: This study approves that Englert model for teaching cognitive strategies can improve academic achievement in students with dysgraphia