Handwriting in the Classroom AT Ideas and Solutions Sarah Gorham, MS.Ed, OTR/L.

Handwriting in the Classroom

Handwriting in the Classroom

AT Ideas and Solutions

Sarah Gorham, MS.Ed, OTR/L

• Handwriting is a lifelong skill that affects every academic area in school.

• Handwriting or written communication is the number one concern on IEP’s today.

• Students who struggle to write often miss content while focusing on mechanics.

Writing is…..

The physical act of dragging a trail across a piece of paper.

Physical Sequence

1. Random shapes and scribbles

2. Coloring

3. Crayon drawing

4. Letter formation

5. Printing words and sentences

6. Cursive words and sentences

7. Typing

Sample Handwriting Continuum

Pre-K• Body awareness• Sensory motor/gross motor

experiences• Fine motor and manipulative

tasks to strengthen fingers and hands

• Teach foundational strokes and basic shapes

• Work on vertical surfaces • Drawing

Kindergarten•Continue to teach/reinforce Pre-K skills•Proper pencil grip•Proper posture•Teach age-appropriate shapes•Use multi-sensory method to teach upper case letters and then lower case letters with correct starting points and directionality•Basic sentence writing

** Children in Kindergarten spend 42% of fine motor time on paper/pencil tasks

Sample Handwriting Continuum

1st Grade• Daily handwriting lessons• Proper pencil grip &

posture• Increase automaticity of

letter formation• Punctuation , grammar,

spelling• Appropriate sizing and

placement

2nd Grade• Review and refinement

of letters and numbers• Word and sentence skills• Practice smaller letters

and narrower lines• Increase speed.

Sample Handwriting Continuum

3rd Grade• Review of manuscript• Introduction of cursive

letter formations• Sentence and

paragraph skills• Refine size • Increase speed

4th Grade• Cursive mastery• Increase quantity• Introduction to

Keyboarding

4th – 8th Grade•Review and refinement of cursive/manuscript in content•Neat connections, appropriate spacing •Speed•Self-evaluation of skills•Development of personal style

Sample Handwriting Continuum

Barriers To Teaching:

• Handwriting instruction is difficult- most teachers/ therapists are trained in one method and prefer using that method

• Not standardized within districts or states

Physical Issues

1. Gross Motor/Fine Motor • High Tone (Spasticity)

• Low tone (Flaccidity)

2. Proprioception/Kinesthetics • Body sense in space

3. Eye-hand coordination 4. Visual Acuity

Low-Tech Strategies

The LoTTIE Kit (Low Tech Tools for Inclusive Education)

– Highlighter tape – See It Right (colored filters for visual impairments) – Ergonomically shaped pens – Page holders – Pencil Grips – Keyboard Labels – Magnifiers – Paper Writing Guides

Problem: Student demonstrates poor sitting posture when writing

• Provide proper seat and desk height• Good base of support for arms• Non-skid surface on chair• Warm-up exercises to activate muscles

needed to maintain good posture• Attach “posture card” to desktop

Problem: Student demonstrates poor pencil grip when writing

• Encourage use of dynamic tripod grasp• Early intervention is optimal• Utilize adaptive pencil aids• Practice cutting with appropriate scissor grasp• Try writing with broken crayons or small pieces of

chalk• Write on slanted surface to increase wrist

extension and visibility

Adaptations and Modifications Improve ability to hold and manipulate

•Enlarge handles or writing utensils with wooden dowels, foam hair curlers, pipe insulation, film canister, tennis or plastic golf ball.

Problem: Student has difficulty with spatial organization when writing• Color-code margins• If students have trouble staying within lines, try

increasing or decreasing space between writing lines.• Use a spacer to measure space between words

(finger, ice pop stick)• Use graph paper• Emphasize lines on paper with visual or tactile cues

Problem: Student shows poor letter formation when writing• Always demonstrate how to write a letter.• Have student repeat aloud verbal directions for

forming a letter as he writes it.• Be sure they understand directional terms• Have student write on chalkboard or other vertical

surface to reinforce directionality and prevent confusion

• Provide daily practice to reinforce skills

Problem: Student shows letter reversals when writing

• Reversals are common in kindergarten and 1st grade, should diminish in 2nd grade, and be infrequent in third.

• Letter/word reversals are, for the most part, due to a weak memory, the lack of enough previous experiences, or a lack of left-right awareness.

• Place cue card of letters typically reversed on student’s desk for easy reference

• Use multi-sensory activities to learn and practice letter formation (textured letters, sandpaper, sand, shaving lotion)

• If the child is confused about his own left/right, use a ring, watch, ribbon or band on his writing arm. 

Problem: The student writes too slowly to keep up with the class

• Student’s ability to form letters automatically is not adequate. Continue instruction/remediation.

• Reduce the writing load

• Provide keyboarding instruction

Problem: The student hates to write

• Identify areas of difficulty so that remediation can begin.

• Teach handwriting separately (not with written assignment).

• Emphasize quality of handwriting not quantity. Reduce the writing load.

• Comments on students paper should emphasize the positive.

• All alternatives- oral reports, typing, video• Make writing fun!