Handwriting

• A student's occupation - writing is a form of communication

• Writing supports outcomes in all areas of learning, not just a composition of words

• Handwriting is a complex process - requires a combination of lower level perceptual-motor process with higher-level cognitive processes

  • Motor planning (ideation, organization, execution)

  • Visual memory & retrieval

  • Sensory processing 

    • Vision - oculomotor & perceptual skills

    • Kinesthetic awareness - allows for motor memory & automaticity to develop

    • Proprioception - understanding where the body is in space

  • Executive functions (organization, attention)

  • Problem-solving

  • Language & reading (spelling, grammar, punctuation/capitalization)

  • Graphomotor skills

• Baseline orientation: when letters do not line up with the prompt line during writing

Handwriting includes

• Wrist & hand development

• Upper extremity control

• Vision

• Bilateral integration

• Spatial awareness & analysis

Developmental skills like rolling, crawling, walking, running, playing, all contribute to the development of handwriting skills

Handwriting - integration of the visual image of letters with a motor response

• Visual memory:

  • mixing of upper & lowercase

  • forgetting how to write letters from memory

• Visual discrimination:

  • can't recognize errors in writing

  • difficulty recognizing letters in different fonts

• Visual spatial:

  • letter & number reversals

  • left-to-right orientation

  • spacing

  • line orientation

  • margins

  • sizing

Includes:

• OP

• interviews (parent, teacher)

• work sample review

• files (or "records") review

• direct observation of handwriting

  • trace - use lines, not dot-to-dot

  • imitate - immediate recall (after demo)

  • near-point copy - same paper or plane

    • (e.g. coping from the desk)

  • far-point copy - several feet away & different plane

    • (e.g. coping from the board)

    • if this is challenging, provide examples on the desk in addition to the board

  • write - from memory (self-generated sentences) or dictation

• standardized & non-standardized assessments

Consider the following:

• environmental demands

• curricular demands

• classroom supports & barriers

• speed/length of time provided for writing

• ergonomics & positioning (chair/desk height, posture/positioning, shoulder/forearm/wrist stability)

Improving Pencil Grasp

• address hand weakness through strengthening activities if applicable

• writing on vertical surfaces (or overhead like beneath a desk)

  • promotes better pencil grasp

• writing tasks while lying in a prone position

  • prone helps promote a dynamic grasp by providing support at the forearm and wrist

• thickened writing tools

• pencil grips

• tongs

  • promotes use of the radial side of the hand

• grasp a small item on the ulnar side of the hand while holding a pencil

• short pencils, triangle pencils

Handwriting Programs

• handwriting without tears (HWT) - Sensorimotor-based handwriting curriculum that incorporates play-based approaches to support printing and cursive writing

  • WET, DRY, TRY

• write start - Integrated handwriting program jointly facilitated by occupational therapists and teachers, using small group activities, tailored support, peer and self-modeling, and ongoing feedback.

• fine motor & early writing - Uses adapted writing tools, workbooks, and sensory-based activities

• fundations - a multisensory, structured literacy program for K–3 that integrates phonemic awareness, phonics/word study, spelling, handwriting, and fluency in a systematic, explicit sequence.

• size matters - focuses on spatial orientation and visual perceptual skills

• Zaner-Bloser handwriting - Emphasizes correct slant, spacing, and letter formation through traditional manuscript and cursive instruction

• D'Nealian - Transitional style connecting manuscript to cursive through slanted, flowing letters.

Handwriting Activities

• Can be incorporated into interventions to make creative and meaningful ways to address handwriting

• Pen-pal program

• write a letter to a celebrity or cartoon character of choice

• create a pretend menu

• make a birthday or greeting card

• fun fact of the day

• hide letters in a bag

• writing in various colors

Compensatory Approach - Assistive Tech

• text to speech

• speech to text (voice recognition software)

• electronic spell check

• electronic word/sentence banks - useful for difficulties with visual memory

• word prediction - useful for kids with dyslexia or reading difficulties

Keyboarding

• high frequency, low duration of practice

• useful when kids have extreme troubles with handwriting and it is more effective to transition to keyboard

• styles:

  • bimanual

  • hunt-and-peck

  • home-row typing (with and without vision)