Handwriting may only take 3 to 5 minutes each day, but it plays a big role in building confident readers and writers. This daily routine helps students develop fluent letter formation, making writing easier and reinforcing the connection between letters and sounds. On this page, you’ll find tips and resources to support strong handwriting instruction.
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Focus on Letter names and Sounds.
Spend 3 to 5 minutes a day.
Reach out to Occupational Therapists for support if students are struggling (SST process).
Explicitly teach one foundational font.
Here are some recommendations for to do and what not to do in Handwriting.
Spend more than 5 minutes a day on handwriting instruction.
Wait to ask for help from Occupational Therapist when working with a struggling student.
Introduce multiple fonts.
The handwriting slides are a helpful addition to your Structured Literacy slide deck, providing clear, visual models of letter formation. These slides guide students through proper strokes and letter placement, supporting fine motor development and reinforcing the connection between letters and sounds. Perfect for quick, daily handwriting practice during phonics lessons.
The handwriting practice book offers daily opportunities for students to build fluency and accuracy in letter formation.
The purpose of this handwriting flipbook is to explicitly teach and introduce the handwriting stroke directions for manuscript alphabet. After it has been introduced and practiced, teachers can decide how to reduce scaffolding to fit their students needs.
The back of the sound spelling cards gives directions on how to form the letters.
Cantin, N., & Hubert, J. (2019). A description of teachers’ approach to handwriting instruction in primary schools. Canadian Journal of Occupational Therapy, 86(5), 371–376. https://doi.org/10.1177/0008417419832480
Cantin and Hubert (2019) examined how primary school teachers in Canada approach handwriting instruction. Through surveys and analysis, they found significant variability in methods, time spent, and instructional emphasis. Many teachers lacked formal training in handwriting instruction, leading to inconsistencies in practice. The study highlighted a need for clearer guidelines and professional development to support effective handwriting teaching aligned with occupational therapy insights.
Ibaibarriaga, G., Acha, J., & Perea, M. (2025). The impact of handwriting and typing practice in children’s letter and word learning: Implications for literacy development. Journal of Experimental Child Psychology, 253, 106195. https://doi.org/10.1016/j.jecp.2025.106195
This study by Ibaibarriaga, Acha, and Perea (2025) explores how different forms of writing practice—handwriting versus typing—affect children's learning of letters and words. Through experimental research with young learners, the authors found that handwriting practice led to stronger recognition and retention of letter forms and word spelling, supporting the idea that motor involvement in writing enhances literacy development. The findings have important implications for educational practices, especially in early childhood literacy instruction, highlighting the continued value of handwriting in a digital age.
The Reading League Ohio. (n.d.). Do this, not that: Decoding. Arena Press. https://www.sfdr-cisd.org/media/fxfbhu22/do-this-not-that-reading.pdf
The “Do This, Not That” article by The Reading League Ohio offers side-by-side comparisons of effective vs. outdated literacy practices across areas like decoding, vocabulary, comprehension, fluency, and assessment. It emphasizes explicit, systematic instruction aligned with the Science of Reading—highlighting the importance of phonics-based strategies, complex text exposure, meaningful vocabulary work, oral reading for fluency, and data-driven assessments—while discouraging leveled texts, memorization, and cueing systems.
Sedita, J. (2022). Teaching handwriting. Keys to Literacy. https://www.keystoliteracy.com/blog/teaching-handwriting/
Joan Sedita's blog post highlights the importance of explicit handwriting instruction and its connection to reading and writing development. She advocates for direct teaching, regular practice, and integrating handwriting with phonics instruction.
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