Handwriting

In the acquisition stage of the instructional hierarchy, a student has begun to learn how to write numerals correctly but is not yet accurate or fluent in the skill. The goal in this phase is to improve accuracy, making sure that students are forming the numerals correctly. You will notice that as students progress in this stage, errors go down and the number of correct responses go up. In this stage, teachers actively demonstrate how to form the numbers correctly using models of correct numeral formation. Teachers use ‘think-aloud’ strategies while modeling how to write the numbers using wording about formation and directionality. Students get feedback about how they are doing and receive praise and encouragement for their effort and accuracy.

In the fluency stage, students are able to write numerals accurately and legibly but work slowly. The goal of this phase is to increase the student's speed of responding. It is this accurate speed of responding writing by hand that helps to free up working memory to attend to higher-level cognitive tasks of computation and the application of those operations and procedures to word problems and other mathematical tasks. If students cannot efficiently form numerals, they cannot calculate efficiently. If the child cannot write numerals automatically, speed of performing written math tasks could be very slow and math assignments may not be completed on time or accurately.

The teacher structures learning activities to give students opportunities for active (observable) practice of writing numerals with direct repetition. Students get feedback on fluency and accuracy of performance and receive praise and encouragement for increased fluency. Fluency routines fall on a continuum of support from a teacher. These fluency practice routines are not independent practice; teachers guide the practice at each step. Generally, fluency practice can take the form of a 3-7 minute warm-up and do not replace the direct, explicit instruction that comes prior in acquisition lessons. (Chart used with permission, Dr. Amanda VanDerHeyden)

In the generalization stage, the student is accurate and fluent in writing numerals but does not typically use it in different situations or settings. The goal of this stage is to for the student to use the skill in the widest possible range of mathematical work. Teachers give academic tasks that require that the student use the handwriting of numerals regularly in assignments.

Students receive encouragement, praise, reinforcement for using the skill in new settings and get periodic opportunities to review and practice target skills to ensure maintenance.