HANDWRITING

Strategies to
Develop and Remediate
Students Written Work

Henrico County Public Schools

Occupational Therapy Department

Handwriting Strategies:
2004 version was compiled by
Henrico County Public Schools Occupational Therapists:
Carolyn Stone, OTR/L
Rebecca Gusich, OTR/L
Deborah Olphin, OTR/L
Jill Brey-Lewis, OTR/L
The original handbook was compiled by:
Carolyn Stone, OTR,
with input from the following school systems:
Chesterfield County
Fairfax County
Henrico County

Henrico County Public Schools

Fred S. Morton IV, Superintendent
P. O. Box 23120 3820 Nine Mile Road
Richmond, Virginia 23223-0420
www.henrico.k12.va.us

TABLE OF CONTENTS

Table of Contents ........................................................................................................i

Introduction.................................................................................................................1
Important Considerations Regarding Handwriting ......................................................3
Does It All Fit? ............................................................................................................4
Paper Positioning .......................................................................................................5
Student Does Not Maintain an Upright Position at the Desk.......................................6
Grasp Patterns ...........................................................................................................8
Student Uses a Thumb Wrap Grasp.........................................................................10
Student Uses a Dagger Grasp ...............................................................................11
Student Uses a Hook Grasp .....................................................................................12
Students Grasp Is Too High on the Pencil Shaft......................................................13
Student Holds Pencil Straight Up and Down ............................................................14
Student Grasps Pencil Too Tightly ...........................................................................15
Student Has No Regard for Margins or Lines on the Paper......................................16
Student Shows Poor Letter Formation......................................................................18
Student Mixes Capital and Lower Case Letters Inappropriately ...............................20
Student Reverses Letters or Numbers When Writing ...............................................21
Writing Is Too Dark/Too Light or Has Wavy Lines ....................................................22
Student Tires Quickly and Cannot Sustain Legible Handwriting to
Complete an Assignment.......................................................................................24
Student Writes with Decreased Speed .....................................................................25
Modifications and Alternatives ..................................................................................27
Resources for Products ............................................................................................29
Catalog and Store Listing .........................................................................................33
References ...............................................................................................................34

Introduction: Handwriting Strategies to Develop and

Remediate Students Written Work
Writing was developed as the most efficient way for people to record ideas on paper.
Today, we have options of printing or cursive writing as well as keyboarding. This
handbook provides guidelines for assisting students who have difficulty with the
complex task of writing.
In the Henrico County Public Schools, teachers are responsible for handwriting
instruction and pre-intervention strategies as noted in Henrico Countys Essentials of
the Curriculum. In addition, parents are responsible for daily practice through a short,
simple handwriting homework assignment. Learning to write takes place in the
elementary years, primarily in Kindergarten through third grade; therefore, remedial
programs for handwriting are also best taught to children in these years. Occupational
Therapists are not primarily responsible for teaching handwriting. However, problems
with the motor components and visual perception which affect handwriting may be
referred for an evaluation by the Occupational Therapist. Problems with the perceptual
or language components of handwriting may be referred to the special education team.
If there is an underlying motor disability, however, the Child Study Committee members
(including an Occupational Therapist) may suggest an evaluation.
The most appropriate and effective time for a handwriting referral is during the K-3
years. The earlier a referral is made, the better the chances are for remediation. After
the 2nd grade, handwriting patterns are fairly well established and habitual (Benbow,
2003, and 1990, Zinviani, 1987). This makes remediation extremely difficult, time
consuming, and frustrating to the student. At the middle and high school levels there
are few effective therapy strategies available for changing handwriting. Removing older
students from academics for handwriting remediation is typically non-productive. At this
point students are regularly using iBooks or desktop computers and it may be more
useful to help the student find alternative methods for written language such as word
processing or dictation.
This handbook is intended as a resource for classroom teachers, Child Study/Eligibility
Teams, and IEP Committees. It includes ideas for use before referral to an
Occupational Therapist for observation or evaluation. These strategies may also be
used as part of the IEP whether or not a student is found eligible for Occupational
Therapy.

Please note that Occupational Therapy in the public schools is a related service under
the Individuals with Disabilities Education Act. This means that the student must have
an educational disability and be receiving special education support in order to access
Occupational Therapy services. Occupational Therapy can then be provided to support
a students educational goals where fine motor dysfunction significantly interferes with
functional performance in the school setting.
If you have any questions about this document, specific handwriting concerns, or wish
to borrow any of the specific adapted paper, please contact the Occupational Therapist
assigned to your school.

IMPORTANT CONSIDERATIONS REGARDING

HANDWRITING
Setting the stage for writing activities is very important and, unfortunately, something
that is not thought about too much until problems arise. Prior to developing efficient
writing skills, students in general have to understand and be able to interpret the
meaning of symbols, particularly the alphabet. It would be fairly useless to request that
a student who has no sense of sound-symbol relationships, to independently do any
more than copy designs or letters. In addition to this cognitive preparation for writing,
there are some physical characteristics of both tools and environment that should be
considered.
The task of writing also requires physical support from the environment. Ideally the
student should be seated in a chair which allows his feet to rest flat on the floor with a
back support. The writing surface should be stable (no uneven desk legs) and level.
Another appropriate position for the writing surface would be a vertical slant of about 20
degrees. The desktop or writing surface should be about two inches above the level of
the bent elbow so that the students arm can rest comfortably on the writing surface. If
the child is left-handed and your classroom has the attached desk/chair combination
please be sure that he has a left-handed desk.
Writing implements need to fit both the student and the paper. A primary pencil (or a
No. 2 pencil) is not the only writing implement appropriate for a students use. In fact,
writing implements need to match the paper in size rather than the student. If the
student is making a poster on a 24 x 36 inch piece of poster board, a fine line marker
would be a very frustrating writing tool to be required to use. Large crayons or primary
pencils (rather than No. 2 pencils) would better fit large writing surfaces; while fine line
markers and pens would be better suited to smaller spaces and work which requires
more refined control.

DOES IT ALL FIT?

Adjusting each students desk and chair is the single most important adaptation a
teacher can provide for each of the students in the class. With a properly fitting desk
and chair, a student begins with a stable foundation from which to produce quality
written information. So how do you know if the desk fits?

First, fit the chair. The students feet should

rest flat on the floor. The front edge of the
chair should not be pressing against the back of
the leg. If it is, the chair seat is too deep.
If this is a problem and other chairs are
available in your school, you can place a book
on the chair back (phone books work nicely wrapped
in masking tape and secured to chair with tape) to
decrease the depth. If the heels do not rest
flat on the floor then the chair is too high. You
will need to put a firm stable object (phone books
again work nicely if anchored to the chair or floor)
up under the feet.

After you have secured the proper chair, the next

step is to fit the desk. Desks should be adjusted
so that the top of the desk is approximately 2 inches
above the level of the students bent elbow. The
student should be sitting in the properly fitted chair
when measuring for this distance.
At least
30 degrees

Ideally, a classroom will be filled with desks/tables of varying heights, due to the ability
to accommodate students of various sizes. Students have a learning advantage when
they are placed in appropriate sized furniture. Proper attention should be given to this
size detail; it could be the answer to many handwriting difficulties.

PAPER POSITIONING
The slant of the paper will differ for the right- and left-handed writer.

Slant for the left-hander

Slant for the right-hander

A line of tape on the desk angled in the proper direction can serve as a guide for
students to line up their papers or workbooks on when working. This will reduce the
need for verbal reminders.
Ideally, a left-handed student should sit on the left end of the row of desks or tables.
This position gives the lefty the most amount of elbow space, without bothering students
nearby.

STUDENT DOES NOT MAINTAIN AN UPRIGHT

POSITION AT THE DESK
Comments:
One of the more easily observed reasons that a student might have difficulty with
writing tasks is poor positioning. Although it is true that most students learn to
write regardless of their body position, if a student has limited stability, seating
and writing surfaces which do not fit can be a major obstacle to the production of
written work. When a student slumps all over his desk, wraps his feet around the
chair legs, or changes positions constantly, he may be showing you that he is not
getting enough support from his classroom desk and chair. Supporting his head
with his non-writing hand is another indication that a student requires more
postural support. This head position hinders the students ability to use vision to
guide written work and so has a negative effect on the writing process. An
additional bonus of positioning the student well for writing is that it will free the
non-writing hand to stabilize the paper.
Strategies to Try:
1. Check the desk height. It should be approximately 2 inches above the level
of the bent elbow (see page 4).
2. As well as checking the desk height, look at the chair height in relation both to
the student (can his feet rest flat on the floor?) and to the desk. If the
students feet rest comfortably on the floor but the desk is too high or too low,
he will not be able to comfortably see desktop work. Your custodian should
be able to help you adjust the desk height with an Allen wrench. You might
even want to consider getting your own Allen wrench. This eliminates the
wait time in making adjustments that are needed now. You may consider
trying other students desks for fit before making adjustments.
3. When a student is wrapping his legs around the chair legs, it is often an
indication that the chair is too high for student to rest his feet on the floor. Try
finding a smaller chair (and lowering the desk) or use an old telephone book
wrapped with contact paper for the student to rest his feet.

4. When the chair and desk appear to be appropriately sized for the student and
he still leans on the desk, consider turning the chair backwards and allowing
the student to straddle the chair. Positioned in this way the chair back
provides support at the chest for an upright position allowing the student to
concentrate on the writing process.
5. The use of a more upright surface for writing can sometimes facilitate better
positioning. You might consider a slant board or other slanted surface. A
slant board can be improvised by using a three ring binder turned sideways
with the rings facing away from the student. Another socially acceptable
alternative for the older student is a legal size clipboard propped against the
edge of the desk.
6. Many schools are using tables instead of desks. It is important that the
students chairs are fitted individually for them, since the table can only be
minimally adjusted.
7. Movement breaks/periods of standing are important for this type of student to
alert him and allow him a postural change.

There are times when a student does not possess the postural control required to
maintain an upright position for writing tasks because of low muscle tone or other
physical limitations. If you have tried these positioning strategies and the student is still
slumped over his desk for the majority of the time during writing tasks, consult with your
occupational therapist about strategies for providing additional support for tabletop
tasks.

GRASP PATTERNS
How a writing tool is grasped has a significant impact on how well it is controlled. To
control a pencil efficiently, the student will need to be able to:
1. Make small movements of the finger joints.
2. Hold the pencil firmly enough to control it but not so tightly as to restrict
movement.
3. Hold the pencil angled toward the shoulder.
A variety of grasp patterns are shown below. Choose the picture of the one that best
depicts the one your student is using. Specific information regarding that grasp and
possible adaptive strategies are listed on the pages following this introduction.

Functional Grasps
A. Tripod grasp
(three fingers)

B. Quadrupod grasp
(four fingers)

C. Stenographers grasp
(adapted tripod)

These grasps are considered within the normal range. Unless your student is having a
specific problem with handwriting there is no need to suggest change. Remember You
dont need to fix what isnt broken!

Dysfunctional Grasps

A. Thumb wrap grasp with a closed web space

B. Dagger grasp (transpalmar)

These grasps are considered immature and are often the source of many problems a
student is experiencing with handwriting. But it is possible that a student may be
successfully using one of these without any difficulty. If you notice these dysfunctional
grasp patterns during the early primary grades (K/First), it may be advantageous to go
ahead and try to introduce a change, even in the absence of a noted problem. This
child is likely to develop difficulties when increased demands are made in later years or
when cursive writing is introduced. If you have questions regarding whether or not to
suggest change, consult your school Occupational Therapist who can discuss the pros
and cons in more detail.
Information regarding specific grips, pens, crayons, etc., can be found in the resource
section.

STUDENT USES A THUMB WRAP GRASP

Comments:
The thumb is tightly wrapped around or under the index finger. The web space
(that area between the index finger and thumb) is completely closed. In the
mature grasp, the web space is open in a circle shape. This encourages/
promotes the small movements of the fingers necessary for refined pencil
strokes. Some students are functional with a thumb wrap grip, but it does limit
ability to make the small finger movements, particularly when using/learning
cursive. Students with this grasp pattern may do well enough with manuscript,
but may have more difficulty when they attempt cursive.
Strategies to Try:
1. Experiment with The Pencil Grip, Stetro, and triangular pencil grip.
2. Experiment with a variety of writing tools. See Reference page for examples.
3. Try a weighted pen or pencil.
4. Try short pieces of chalk or crayon.
5. If handwriting is very small, use of a mechanical pencil with a thin lead is
often helpful to open up the appearance of the writing.
6. Hold a penny or small object in the fourth and fifth fingers for stability.
7. Practice finger-tip pinching exercises such as picking up coins/beans from the
floor, stringing small pony beads, etc.

10

STUDENT USES A DAGGER GRASP

Comments:
The pencil is held in the palm of the fisted hand. This position greatly limits
pencil control. The use of this grasp pattern suggests very immature hand
function. It is likely that a student who demonstrates this type of grasp is having
difficulty with a variety of other fine motor manipulative tasks. You may want to
consult the occupational therapist at your school for more specific exercise
suggestions.
Strategies to Try:
1. Provide short pieces of chalk, pencils, or crayon for writing and drawing. This
will force the student to use his fingertips for increased control.
2. Try cone crayons. These may also be referred to as ball or finger crayons.
The student should hold them with the ball end in the palm of the hand. In
this position, the fingers naturally assume a mature position on the shaft of
the crayon. You will need to remove all other crayon choices, as many
children will not choose these to use spontaneously.
3. Try a variety pencil grip. The Pencil Grip, Stetro Grip encourages distal (end)
finger control. Grips have indentation specific for left- or right-handed
students.
4. Hold a small item, like a bead or cube, in the fourth and fifth (ring & pinkie)
fingers to promote a tripod or quadrupod grasp.
5. Try a Handi-Writer a two-piece banding system that holds the pencil back in
the web space while promoting a better grip.
6. Use an upright surface, such as a slant board or large three ring binder.
7. Lay on stomach to write. When the elbow and shoulders are stabilized, it
may promote increased finger mobility.

11

STUDENT USES A HOOK GRASP

Comments:
Hooked grasps are commonly seen with students who are left-handed. It is not
necessary to ask the student to change this position, unless the writing is illegible
or the student complains of fatigue. Teachers should be aware early in the
school year who is left-handed so those students can purchase alternative writing
pads, particularly as an alternative for composition notebooks used for journaling.
Strategies to Try:
1. Slant board or other inclined surface (which can be easily made with a large
ring binder)
2. Vertical writing surfaces
3. Angle the paper with left-hand side higher, so student can see what is written.
4. Move left-handed students to the end of the row.
5. If using the attached desk/chair combinations, make sure the student is using
a left-handed desk.
6. If the student is hooking to get away from the spiral binding, try using a
Stenographers notebook or legal pads.

12

STUDENTS GRASP IS TOO HIGH ON THE

PENCIL SHAFT
Comments:
A pencil should be held on the lower third of the shaft, approximately 1/2 from
the point. If it is held too high, control is decreased.
Strategies to Try:
1. Use a small golf pencil.
2. Wrap a standard pencil with a rubber band or masking tape at the correct
spot.
3. Use a Handi-Writer to get pencil back into web space.
4. Use a pencil grip positioned at appropriate place on pencil.

13

STUDENT HOLDS PENCIL STRAIGHT UP AND DOWN

Comments:
This particular position limits control because the wrist is not in the optimal
position for writing. When the pencil is angled back toward the shoulder, the
wrist is slightly extended, allowing for a more relaxed position and increased
finger movement.
Strategies to Try:
1. Use the Handi-Writer to get the pencil in the web space.
2. Use small golf pencil.
3. Refer to suggestions for tight grasp.
4. Try a slant board.
5. Place a heavy novelty item over the pencil eraser to weight the top.
6. Use a grip for positioning.

14

STUDENT GRASPS PENCIL TOO TIGHTLY

Comments:
This type of grasp is often used as a compensation for decreased control.
Another possible cause for use of a tight pencil grip is to increase the tactile
information going to the brain. This type of grasp limits finger movements; but
more importantly, it is the major cause for early fatigue. The student cannot
physically sustain this type of grasp. A tight grasp usually results in use of
increased pencil pressure and decreased legibility with prolonged writing.
Strategies to Try:
1. Wrap a rubber pencil grip that the student can squeeze.
2. Do hand warm-up exercises to increase tactile awareness to brain. Clap
hands, rub together, shake out, wring hands, squeeze putty or clay, carry
heavy books, run cold water on them, etc.
3. Use a pen marker or Rolling Writer, which require less pressure.
4. Wrap a rubber band or commercially made Hold It around the area where
the student holds the pencil.
5. Use a pencil with softer lead, such as a mechanical pencil.
6. Use a weighted writing utensil.
7. Use a slant board.
8. Avoid use of smooth cylindrical pens/pencils (i.e., Round BIC). It is difficult to
maintain a grip on this type of pen or pencil. Look for pens/pencils with
several sides (triangular, pentagon shape) or those with hard rubber casing.
Pencil grips will provide a secure surface. You may also try wrapping the
pencil/pen/crayon with masking tape to provide a rough surface.

15

STUDENT HAS NO REGARD FOR MARGINS

OR LINES ON THE PAPER
Comments:
Very often these students demonstrate visual perceptual and/or visual motor
delays. They do not recognize their errors and therefore do not correct them.
There may be issues related to Midline Crossing. This may be particularly true if
the student frequently/consistently begins his work in the middle of the page. If
the words are running off the right margin, then he may be having a problem
related to motor planning and visual perception. The student may not be able to
visualize the word and then plan for the space it demands. Actual visual deficits
should not be ruled out unless the student has had a recent eye exam by an
optometrist or ophthalmologist.
Strategies to Try:
1. Have the student draw a green line on the left-hand margin with a marker.
Have the student draw a red line on the right side of the paper. Green is for
go; red is for stop.
2. If the student is using primary paper (with a dotted line in the middle), use a
highlighter and color in the bottom half of the lines. This is where all lower
case letters are placed. All capitals are placed up into the white areas as
well as the colored area. If using regular lined paper, color in every other line.
This increases visual awareness and also assists with organization.
Notetaker Notebook is one example of a commercially available. (see
resource section)
3. Try raised line paper. You may also have success with photo copying this
paper. This provides a darker line (increases visual regard), which for some
is all that is needed. If this paper is successful, consider making a notebook in
place of a composition journal.
4. Try Handwriting Without Tears paper with only one set of lines, spaced far
apart. The student is taught to place the body of the letters within the lines.
Tall fire pole letters extend above the lines. Long tails hang below the
lines. The visual simplicity of this paper may help the student discriminate
sizes.

Once you have decided on a particular type of paper, stick with it. Changes
in handwriting may be slow. The student will need time to adjust to the paper.

16

5. Changing the color of the writing tool may help. Use of fluorescent colored
pens/pencils may bring increased visual attention to the activity. This may be
particularly true if the student has problems with attention in general.
6. Place a brightly colored index card under the writing line and move it down as
the student writes.
7. Have student practice drawing vertical lines, pulling stroke down from top to
bottom between lines on the paper, and then from left to right. In order for the
student to recognize his own mistakes, he should circle those lines which do
not touch or which overshoot the given top and bottom lines.
8. Compartmentalize words by drawing a box with highlighter or other contrast
color. Student writes within those boundaries.
9. Use Wikki sticks (found at Target or catalogs) to provide visual and tactile
boundaries.

17

STUDENT SHOWS POOR LETTER FORMATION

Comments:
Very often this problem suggests that the student learned letter formation by
inventive or unsupervised copying rather than by movement patterns. This may
occur when workbooks are used as the only tool to teach handwriting. A student
who copies a letter from a model or traces the letter, without careful supervision,
will naturally use a tracking procedure in which he/she will draw lines in small
segments. This inhibits the more successful patterns in which the hand moves in
one fluid motion to complete a letter. Early unsupervised copying also allows the
student to reproduce a letter using inappropriate movement sequences (i.e.,
students learn the O by starting from the bottom and going up as opposed to
starting at the top and going around counter clockwise). This is a difficult habit to
break once the student has repeatedly practiced the wrong approach and leads
to a multitude of writing problems. Orientation of writing should be top to bottom,
and left to right.
Other possible reasons for poor letter formation are visual motor delays, poor
organizational and motor planning skills, weak visual perceptual or spatial skills,
poor attention to task, weak fine motor manipulative skills, poor memory, or poor
reading skills, which makes writing letters together to form a word meaningless.
Students with poor organizational difficulties, such as those with Attention Deficit
Disorders often have problems with letter formation due to decreased focusing
ability and trouble learning in a distractible environment. These children often will
produce legible handwriting in a one to one situation, in a quiet environment,
when motor issues are not compounding it. Often children who have not
memorized patterns are copying letters from a model in the classroom or on their
desks; they are not storing the memory longterm and cannot recall it quickly
when other language arts tasks like spelling tests are involved.
Strategies to Try:
1. Re-teach the stroke sequence for letters identified as inappropriately drawn.
Assign a parent or volunteer to provide specific instruction if time in the class
is limited. The student must have direct supervision when writing is occurring
if the problem is to be corrected before patterns are established. This may
include a brief period of supervision even during draft writing time when you
normally may not monitor handwriting. Students with handwriting difficulties
cannot afford to have opportunities to continue practicing inappropriate
stroke formation.

18

2. Be sure the student has a writing strip on their desk and at home. Show the
parents the correct letter formation. Consistency is the only way to really
impact upon this problem. Nightly homework of 5-10 minutes of handwriting
practice should be assigned.
3. When presenting letter formation, include air writing as a teaching strategy
for the entire class. The teacher should stand so that the students can imitate
the exact movements, i.e., teachers back to student.
4. Encourage students to visualize the letter. Have them close their eyes and
ask if they can see the letter in their imagination. Ask them to write what
they see.
5. If poor memory is suspected to be the problem, try ghost writing (writing with
eyes shut) on unlined paper. It will show how the student makes a letter and
if he has memorized the pattern at all or incorrectly.
6. Have the student place his hand piggy back onto the back of your hand as
you write the letter on a large surface (chalkboard, easel, etc.). This allows
the correct motion to be felt. Have the students close their eyes while doing
this to block out distracting stimuli. Try it with eyes open as well.
7. Provide explicit verbal directions as you form the letter and have the students
follow along with you repeating the same words as they make the letters.
8. Try using a multi-sensory using a variety of tactile media. For example, chalk
on construction paper, shaving cream on carpet square, cornmeal on a
cookie sheet, writing on the chalkboard.

19

STUDENT MIXES CAPITAL AND LOWER CASE

LETTERS INAPPROPRIATELY
Comments:
This student may have a weak understanding/memory of how all the letters are
formed. To check for this have the student first write all the lower case letters
from memory (be sure all visual cues are removed from the desk/walls). Repeat
this at a later time for the capital letters. This may also be related to a languagebased deficit. Visual perceptual problems may also be a contributing factor.
However, if mixing letters is the only problem your student is having with writing,
it is likely due to a weak understanding of letter formation. This is commonly seen
in students with learning disabilities, and does not necessarily require
intervention from an occupational therapist. Students will write only what they
can visualize and memorize. Early writers (kindergarten/first grade) often will mix
letter sizes due to lack of experience. Often these students will begin writing by
learning all the capitals. These are usually easier as they are all the same size
(this reduces the visual perceptual demands). As they mature they will begin
using the correct letter sizes more consistently.
Strategies to Try:
1. Have an informal writing center for students to practice. Try the Handwriting
Without Tears methodology paper for a visual reminder.
2. Place a letter strip on the students desk and send one home.
3. Consider photocopying writing paper with an alphabet strip on the top. Place
all capital letters on one line and all lower case letters on another line.
4. Check with kindergarten and/or LD teachers for additional strategies.

20

STUDENT REVERSES LETTERS OR NUMBERS

WHEN WRITING
Comments:
Reversals are a common problem among typically developing kindergarten and
first grade students. When reversals continue after the second grade, it may be
an indication of a learning disability. Before attempting to remediate reversals, it
is often helpful to identify and record the letters and numbers with which a
student has difficulty. This can be done by having the student write numbers and
letters from memory through dictation and surveying work samples. The letters
which generally present the most difficulty are S, M, W, Z, N, P, u, n, w, m, b, d,
p, and g. It should be noted that students with auditory processing disorders may
continue to have difficulty with b/d reversals well into third or fourth grade.
Strategies to Try:
1. Use the cues of touch to assist the student to produce letters by tracing them
on the blackboard, in clay, on fine sandpaper or in playdough. Be sure that
the student is tracing the letters correctly when he does, though. Practicing a
letter incorrectly will simply compound the problem.
2. Teaching the student cursive will often reduce letter reversals.
3. Provide the student with visual/ directional cues such as: to differentiate lower
case b and d, when placed in the word bed, form a bed; when making a d
make a c first, then add the line on the right; physically, the left hand can
form a b while the right hand forms a d.
4. Teach manuscript letters by showing students the strokes in sequence from
left to right, and top to bottom. (Line down, circle around for b, down up
and over for n, m, h, etc.
5. Put a letter line on the students desk for a handy visual reference; put a
green dot for a starting point for each letter.
6. For some students it might be helpful to put a green (go) signal on the upper
left-hand corner of the desk and a red (stop) sign the upper right corner.
This will sometimes help clarify directional confusion.
7. Use of Handwriting Without Tears curriculum. This method of teaching has
research on decreasing frequency of reversals (see website for specific
research www.hwtears.com).

21

WRITING IS TOO DARK/TOO LIGHT OR

HAS WAVY LINES
Comments:
This could be due to a variety of problems. The writing tool may be a
contributing factor. If the pencil lead is too hard, the strokes made will be light.
Conversely, if the lead is too soft, the writing sample may be too dark. More
likely, however, is the fact that this student may have a tactile/proprioceptive
problem. The students brain may not process the sensation from the fingers
appropriately.
If the writing is too light and the pencil/pen is a standard pencil/pen, then the
student may:
1. Not like the feel of the pencil in his hand
2. May not like the feel of the writing point as it is moved on the paper to
make the mark
3. Have weak hand muscles which result in a light grasp of the tool
4. Have weak upper body strength limiting the ability to sustain grip for any
duration
5. Not be holding the paper still with the non-dominant hand
6. Be holding the writing tool too high on the shaft
If the writing is too dark and the pencil/pen is a standard pencil/pen, then the
student may:
1. Have weak hand muscles and be trying to over compensate for this by
maintaining a death grip on the tool
2. Have decreased sensation in the hand. By using more pressure he
increases the tactile input to the brain.
3. Have a visual problem and will write darker to increase visual input
4. Have decreased upper body strength, which requires him to tighten up all
the trunk, arm and hand muscles to enable him to perform writing tasks.
Due to the increased need for stability, overflow is seen in the pencil/pen
in the form of increased pressure.
5. Be holding the writing tool too close to the point
Strategies to Try:
1. Try a different pencil/pen/crayon.
2. Try a foam or rubber grip (see Resources list).

22

3. Provide frequent breaks during writing assignments to wiggle fingers,

briefly play with a squish ball, or manipulate putty or playdough.
4. Chair push-ups are great. Place palms on each side of the chair seat,
directly to the side of the upper legs. Push upward to raise bottom
upward, just clearing the chair seat. This may also be achieved by
pushing against the desktop when in a standing position (feet do not leave
the floor). Wall pushes can also be performed to allow extra movement as
well as propioceptive input.
5. Play with clay, putty, playdough or other resistive type materials.
6. Try teaching finger spelling to the class. This is a great strategy to help
with isolation of finger movements and coordination of the fingers.
7. Try a vertical writing surface, such as a slant board or tape writing paper
to the wall.
8. If the student is right-handed, have him squeeze a ball in the left hand
while writing.
9. Try holding the students wrist as still as possible while writing, or try a
weight placed on top of the students wrist.
10. Try a weighted pencil or pen.

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STUDENT TIRES QUICKLY AND CANNOT

SUSTAIN LEGIBLE HANDWRITING
TO COMPLETE AN ASSIGNMENT
Comments:
Excessive fatigue may be caused by several different factors or combinations of
factors. This is the student who starts an assignment and it appears as if he will
do fine. However, within minutes, he has stopped writing. Encouragement to
finish work may result in a completed assignment but the quality may be
extremely compromised. The student may begin to shorten his work that results
in shorter assignments. Additionally, students that have a diagnosis such as
Down Syndrome that exhibit neurologic low to very low tone may not be able to
complete lengthy assignments. Better handwriting may be seen when writing
tasks are given in smaller increments.
Strategies to Try:
1. See adaptations for tight grip.
2. Give the student frequent breaks when writing.
3. Shake hands out periodically.
4. Decrease the written requirement, providing student will maintain quality.
5. Consider keyboarding as an alternative for longer assignments. (Students
with organizational and/or learning disabilities may still have difficulties using
the computer to complete all steps of the writing process. Additionally,
students in early elementary grades should be given opportunities on the
computer, but be wary that hunt and peck methods may become habitual if
all assignments are expected to be completed on the computer.)
6. This student needs additional opportunities to increase hand strength and
endurance. The student should have opportunities throughout the day to work
with some type of breaks and exercises. Use of a squish ball periodically
throughout the day will serve to provide exercise to the hand muscles.
Activities should be sent home to the parents to provide additional exercises.

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STUDENT WRITES WITH DECREASED SPEED

Comments:
Decreased speed may be caused by several different factors or a combination of
problems. The student who has difficulty initiating writing may be having difficulty
with expressive language, i.e., putting his ideas into words. He may lack
sound/symbol connection or lack grade level spelling ability. If a student is
unable to read and has poor sound/symbol connection, letters will not have a
great deal of meaning to him. He is unlikely to be able to write letters or words
spontaneously, but may be able to copy shapes and letters with accuracy, but
without awareness.
Other underlying causes may include poor pencil control or poor visual or motor
memory for the letters. In order to write efficiently, the student must be able to
write the letters automatically with the correct sequence of strokes. Printing
letters from the bottom up or with incorrect directionality will cause problems with
speed and fluency. Students with handwriting difficulties should not be allowed
to continue to practice inappropriate sequence of strokes.
Strategies to Try:
1. Determine if there is a grasp problem. Refer to section on grasp for specific
information.
2. Determine if spelling/reading issues are impacting his speed, i.e., there is a
significant difference in time copying a sentence, versus composing original
sentence and getting it down on paper.
3. Add tactile techniques when teaching handwriting, such as tracing letters with
fingers or air writing. When presenting letter formation, include air writing
as a teaching strategy for the entire class. Stand so that the students can
imitate the teachers exact movements. The class should repeat the motion
several times with eyes open and then shut. Other suggestions for tactile
activities include:

forming letters with clay or play-dough

water painting on the chalkboard or slate
rainbow writing student writes the letter using several different colors of
chalk and then uses his finger to blend the colors at the end
writing letters/numbers/shapes on the students back

25

the student should place his hand piggy back onto the back of an adults
hand as the letter is written on a large surface (dry erase board, etc.).
This allows him to feel the correct motion. Have the student close his
eyes while doing this to block out distracting stimuli. Try it with eyes open
as well.

4. Re-teach the stroke sequence for letters identified as inappropriately drawn.

The student must have direct supervision when writing is occurring if the
problem is to be corrected. This may include a brief period of supervision
even during draft writing time when handwriting is not typically monitored.
5. Encourage students to visualize the letter that is being practiced. See if they
can verbalize, with eyes shut, how to write the letter.
6. Try ghost writing (writing with eyes shut) on unlined paper. Also incorporate a
variety of different tactile media when practicing writing.

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MODIFICATIONS AND ALTERNATIVES

When considering modifications and alternatives to writing for students with an IEP,
please list these on the modifications/accommodations page. Prior to adding any
strategies to the testing modifications page, please check with your building
administrator or central office personnel for recent guidelines of allowable SOL and
other standardized testing modifications.
Modifications for Handwriting

allow more time for completion (using recess time will be unproductive)
accept any legible handwriting, cursive or manuscript
allow a student to copy from a model on the desk instead of the board
accept abbreviated answers
decrease amount of written work when possible to meet the needs of the individual
student
allow use of a felt tip or roller pen
provide copies of classmates or teachers notes/lectures
tape class lectures
provide remedial handwriting instruction (cursive or print such as Handwriting
Without Tears or Loops and Other Groups)
allow a student to dictate material to a scribe

Manuscript Versus Cursive

1. Initiation of Cursive Writing Prior to Grade 2 or 3

The current HCPS curriculum suggests that cursive writing be taught in the third grade.
Students with significant spacing/perceptual problems may benefit from starting cursive
instruction during the last nine weeks of the second grade. This decision should be
based on:

the students age

performance over time
reading and writing folder work samples
the students motivation to learn cursive
motor/perceptual limitations
curriculum support
parental support

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2. Continuation of Manuscript After Grade 3

Students who are developmentally delayed may need to continue manuscript and not
be required to use cursive. Instruction in cursive may begin when the student is
developmentally ready. This decision should be based on:

whether the student is able to write functionally in manuscript

the students age
reading and writing folder work samples
the students motivation to learn cursive
motor/perceptual limitations
curriculum support (what activity will the student miss if he is pulled aside to learn
cursive)
parental support

Typing Alternatives to Handwriting

Consider typing alternatives when:

the student has physical or neurological impairments that affect classroom

performance;
the students handwriting speed and/or legibility are inefficient for classroom
performance; or
the student continues to experience difficulty after having intensive handwriting
instruction and modifications are not enough due to pace of class.

Research reveals that regular education students are ready for touch typing
keyboarding in third grade. Ten-finger touch typing should be initiated in 3rd or 4th
grade, if the student has appropriate motor control. In lieu of formalized ten-finger
typing, a two- or three-finger typing program, using thumbs, index and middle fingers
can be tried. Henrico County has utilized programs such as Jump Start typing and
Mavis Beacon typing, as well as the PAWS program. Additionally, middle and high
school programs offer typing classes.

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RESOURCES FOR PRODUCTS

EQUIPMENT

Slant boards: An inclined surface for writing which generally sets on the table or
desktop. A 20-degree incline is usual, however slant boards are available at a
variety of angles. A large ring binder may also be tried. Slantboards are
commercially available from catalogs, such as those listed in the resource section.

WRITING PAPER
When changing the students typical classroom paper, remember to include a sample of
what is expected. Some students with spatial relation or planning problems may find
initiating a new kind of paper is more difficult. A visual model can help support the new
expectations. Items to try include:

Raised line paper, such as Right-Line Paper is available in first/second grade style
(dotted line in middle) or traditional wide ruled is available from: Pro-Ed or Therapro
catalogs.

Handwriting Without Tears Paper which uses one set of lines for the body of the
letter with extensions of letters above and below the line. Available for purchase in
conjunction with Handwriting Without Tears program. Information is available from:
Jan Z. Olsen, OTR
8802 Quiet Stream court
Potomac, MD 20854
(301) 983-8409
www.hwtears.com

Shaded Paper This is available in notebook form manufactured by Norcom.

Locally, notebooks can be purchased at Wal-Mart stores during back-to-school sales
in August. You can also make this yourself using a highlighter marker, marking
every other line. Copies can then be made on a color copier, at stores such as
Kinkos. Shaded index cards are also available year round at office supply stores or
Wal-Mart.
Nor Com Inc.
200 Boyds Crossing Road
Griffin, GA 30224
1-888-814-8988
(sold in bulk cases of 24 only)

29

Fluorescent Paper Generally available in both paper and poster board weights
from variety, craft and teachers stores. (This paper can be used in the copying
machine, too.) It can also be found at Staples, Office Max, etc.

For spacing math problems, try graph paper, or using a table made in a word
processing document, or try turning wide ruled paper sideways to form columns
instead of rows.

Teaching paper Commercially available, such as sky, grass, dirt which colors the
areas where letters are, stop, yield, go which uses red, yellow and green as a
visual teaching reminder. Available from Therapro (or easily made by hand).

WRITING IMPLEMENTS
Standard No. 2 Pencils available universally. A pencil sharpened to 3/4 or 1/2 of
original length is usually easier for a student to control. It is important to remember that,
in order for writing to be clear and legible, a pencil should be well sharpened.
Easy Grip have indentations for fingers up the shaft. These are available at
supermarkets, drug stores and teachers stores.
Triangular pencils brands such as Try-Rex, Bobby or Easy Learner provide a
natural grip surface for three fingers. Some are No. 2 lead, others have softer lead.
Available from Therapro catalog.
Hand Huggers Jumbo (primary sized) triangular No. 2 pencils. Great for beginning
writers. Available from Therapro catalog.
Dr. Grip offers a wide base for students with larger hands. Dr. Grip is available in pen
or mechanical pencil at various stores, such as CVS and Wal-Mart.
Zaner-Bloser An automatic pencil with a very contoured shaft, which has a stronger
lead than most automatic pencils. This one is also available with primary lead.
Mechanical Pencils There are a wide variety of automatic pencils, with different
thicknesses of lead. Avoid the pencils with removable pencil points. If a student loses
one of these pieces the entire pencil is useless. Mechanical pencils eliminate trips to
the pencil sharpener and often serve to clean up formerly messy appearing papers.
Ball or Cone Crayons These are available in a variety of places, supermarkets, drug
stores, toy stores, etc. AVOID buying those crayons with angular bases. They are very
uncomfortable to use.

30

Animal Shaped Markers short, squat markers that fit in the palm of the hand, available
at Target, Kmart at seasonal times, also available in Oriental Trading catalog.
Rolling Writers (many brands, i.e., Pentel) a pen with a rotating ball tip. These require
less pressure and will write at any angle, but provide little stability.
Squiggle-Writer (and other vibrating pens/crayons). These are pens and crayons in a
weighted, vibrating base. They are available from teachers stores, toy stores and
card/gift shops throughout the area.
Weighted Pen There are several weighted pens commercially available. Available in
Sammons-Preston catalog also.
Colored Pencils several brands, such as Ferby offer triangle shaped shaft, Available
from toy stores, or Therapro catalog.
PENCIL GRIPS
The purpose of a pencil grip when used correctly is two-fold; it assists a student to use a
more functional grasp to improve writing, and the grip provides a visible/tangible
reminder to change grasp habits. Students who use grips should always be instructed
on how a grip will help them achieve better writing, and to ensure its usage across
home and school environments. Below is a list of commercially available grips. For
specific catalog information, please see section entitled Resources.
Stetro Grip A contoured grip with provides a specific placement for each finger, which
promotes a tripod grasp. Available from teacher supply stores, drug stores and select
stationery/card stores. This is a one way grip. It must be positioned correctly to
achieve a successful grasp. Left-handed students need position the arrow upwards;
right-handed students have the arrow facing downward.
Triangular Grips Slide on the shaft of the pencil. Available at drug, office supply and
teacher supply stores throughout the area.
The Pencil Grip the grip provides a three-sided grip for students who need an
increased surface, and a comfortable beginning grip. Available from teacher supply
stores and catalogs.
Start Right a barrier prevents the thumb from overlapping in students who use a
closed web thumb wrap grasp. Available from Therapro catalog.
Foam Grips A soft, cylindrical foam grip widely available at stores such as Wal-Mart,
CVS, teacher stores, etc. Used best as a visual reminder for where to pinch- doesnt
assist with web opening.

31

Hold-It A white putty-like substance often used for mounting pictures, etc. This can
be custom molded around the shaft of a pencil to cushion and stabilize grasp. Available
in hardware and office supply stores.
Assorted other grips are available from stores and catalogs, such as Add-a-grip, Solo
Grip, TriGo grip, etc, that can be used as a visual reminder for correct finger placement.

32

CATALOG AND STORE LISTING

Achievement Products for Children
www.specialkidszone.com
P.O. Box 9033
Canon, OH 44711
1-800-766-4303

Abilitations (Sportime)
www.abilitations.com
P.O. Box 620860
Atlanta, GA 30362
1-800-850-8602

Pocket Full of Therapy

www.pfot.com
P.O. Box 174
Morgansville, NJ 07751
1-800-PFOT124

Pro-Ed
www.proedinc.com
8700 Shoal Creek Blvd
Austin, TX 78758
1-800-897-3202

Sammons-Preston
www.Sammonspreston.com

Therapro
www.theraproducts.com
225 Arlington Street
Framingham, MA 01702-8723

4 Sammons Court
Bolingbrook, IL 60440-5071
1-800-323-5547

1-800-257-5376

Integrations (a subsidy of Abilitations)

http://www.integrationscatalog.com/index.jsp
One Sportime Way
Atlanta, GA 30340
1-800-622-0638

Handwriting Without Tears

www.hwtears.com
8001 MacArthur Blvd.
Cabin John, MD 20818
(301) 263-2700

LOCAL RESOURCES
Hammetts Teacher Supply Store
West Broad St. (WestPark shopping center)
747-7808

33

Toys That Teach

Gayton Crossing: 741-5611
Stony Point: 272-2391

REFERENCES
Amundson, S., (1998) TRICS for Written Communication: Techniques for
Rebuilding and Improving Childrens School Skills. Homer, Alaska: O.T. Kids
Benbow, M. (2003) Hand Function and Handwriting, conference handouts
Clark-Wentz (1997) Improving students handwriting. OT Practice, 2 (9), 29-33
Cornhill, H. and Case-Smith, J., (1996) Factors that related to good and poor
handwriting. American Journal of Occupational Therapy, 50, 732-739
Gerszberg, C. (2003) Handwriting: A Lost Art. Child, 135-139
Olsen, J. (1998) Handwriting Without Tears: A Teachers Guide
Handwriting Without Tears website: www.hwtears.com
Zaner-Bloser website: www.zaner-bloser.com
Ziviani, J. (1987) Pencil Grip and Manipulation. Handwriting: Theory, Research and
Practice. New York: Nichols Publishing Co.

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