Handwriting Instruction: Key to the future or Subject of the
Past Tara Kulak OTR/L OTD Program Chatham University
Slide 3
Learning Objectives Participants will: Gain knowledge about the
importance of consistent handwriting instruction. Gain knowledge
about handwriting and the skills needed in successful development
of handwriting. Understand the role handwriting plays in
acquisition of further academic skills. Understand and compare the
roles of the teacher and occupational therapist in handwriting
instruction. Review Handwriting Without Tears handwriting
curriculum and how it supports development of handwriting skills.
Assess current knowledge of handwriting instruction and new
information gained from presentation.
Slide 4
Handwriting Facts Handwriting is an essential skill. 30-60% of
academic day in elementary school is spent on fine motor activities
including handwriting. 85 % of all fine motor time in 2nd,4th &
6th grade classrooms was spent on paper and pencil activities. 42%
of kindergartners fine motor time is spent on paper and pencil
activities. 37% of preschool students day is spent on FM activities
with only 10% spent on paper/pencil. (McHale & Cermak, 1992)
(Marr, Cermak, Cohn & Henderson, 2003)
Slide 5
Handwriting Facts 10-30% of elementary school students struggle
with handwriting (Karlsdottir & Stephansson, 2002 as cited in
Feder & Majnemer, 2007) Poor handwriting can lead to decreased
academic success and low self esteem (Feder & Majnemer, 2007)
98% of occupational therapy referrals in the school are related to
student difficulties with handwriting. (Tait, 1998 as cited in Marr
& Dimeo, 2006)
Slide 6
Handwriting in the Classroom Teachers do not feel adequately
prepared for handwriting instruction in the classroom. (Graham et
al., 2008) Handwriting instruction in the classroom is often
overlooked to focus on other areas of the curriculum (Cahill, 2009)
Handwriting instruction in the classroom is important for student
success (Cahill, 2009; Daly et al., 2003; Edwards, 2003; MacKay et
al., 2010; McHale & Cermak, 1992; Olsen, 2008; and Schneck
& Amundson, 2010)
Slide 7
Expectations and Skill Acquisition of Handwriting Expectations
of pre-k & kindergarten students has increased. Important for
teachers to give students opportunities to acquire prerequisite
skills for writing. Lack of automaticity will slow down a students
ability to generate writings.
Slide 8
Role of Teacher and OT Teacher Facilitator of Daily Handwriting
Instruction Expert in Student Performance Collaborator with OT if
problems arise Occupational Therapist Support to students in the
classroom Expert on skills needed for acquisition of handwriting
skills Collaborator with Teacher
Slide 9
Overview of HWT Multi-sensory handwriting program Created by
Jan Olsen, occupational therapist. HWT curriculum draws from years
of research to provide developmentally appropriate, multisensory
tools ands strategies for the classrooms to utilize (Lust &
Donica, 2011; Marr & Dimeo, 2006; and Olsen, 2008) Handwriting
Without Tears is suitable for children of all abilities and
learning styles, and the incorporation of manipulatives,
instructional exercises, and workbook format ensures success for
all children (Olsen, 2008, p. 6) HWT teaches the easiest skills
first and then builds on what the children have learned. Such
instruction helps children develop good consistent habits for size,
letter formation, and letter placement. Thus, they will master
handwriting more quickly (Olsen, 2008, p. 5). Explore website of
Handwriting without Tears: www.hwtears.comwww.hwtears.com
Slide 10
Handwriting in the Preschool Classroom Get Set For School
Informal readiness handwriting program Emphasizes readiness skills
to prepare for formal handwriting instruction. Helps get preschool
students ready for kindergarten. Helps develop: Language
proficiency Social skills Fine and gross motor control Color and
shape awareness Letter & number recognition Counting
Slide 11
Essential Components Time Management Building Music, Circle
Time and Fingerplays Playing with Dough Drawing & Painting
Color and Coloring Get Set for School Workbook
Slide 12
Get Set for School Workbooks Large step-by-step models easy to
teach and finger trace Page design is lefty friendly with multiple
models Black/white pages with left-to-right illustrations avoid
confusion Emphasizes developing those foundational skills needed
for formal handwriting instruction.
Slide 13
Mat Man & Wood Pieces Letter Building Kit- Wood Pieces Big
lines Big curves Little lines Little curves Letter cards Blue mat
Mat Man Teaches body awareness Develops counting skills Develops
drawing skills Promotes social skills
Slide 14
Music, Circle Time & Fingerplays CD that incorporates
concepts of preschool program Helps engage children Unlocks
language Provides motor component
Slide 15
Roll A Dough Helps develop small muscles in the hands. Feel
& see size and shape differences. Children enjoy playing with
the dough.
Slide 16
Colors and Coloring Help recognize colors Naturally promote a
good grip and finger strength. Delight children and encourage them
to move their fingers to flip the crayon to a new color.
Slide 17
Online Tools Link to access online tools-
http://www.hwtears.com/hwt/online-tools
http://www.hwtears.com/hwt/online-tools Digital Teaching Tools
Screener of Handwriting Proficiency A+ Worksheet Maker Lite A Click
Away- Expanded Video Library Classroom Downloads Online
Seminars
Slide 18
Handwriting Web Sources & Videos Check Readiness
Pre-writing and writing readiness assessment:
http://www.hwtears.com/files/pre-
kassessment/Check_Readiness_Assessments_WB.pdf
http://www.hwtears.com/files/pre-
kassessment/Check_Readiness_Assessments_WB.pdf Check Readiness
Classroom Observation Checklist: http://www.hwtears.com/files/pre-
kassessment/Readiness_checklist_AK_Dec30.pdfhttp://www.hwtears.com/files/pre-
kassessment/Readiness_checklist_AK_Dec30.pdf Video using Wood
Pieces: http://www.youtube.com/watch?feature=player_detailpage
&v=lxE2b2lrBfQ
http://www.youtube.com/watch?feature=player_detailpage
&v=lxE2b2lrBfQ Overview Video of Get Set for School
http://www.youtube.com/watch?feature=player_detailpage
&v=QsRUkNN_IWs
http://www.youtube.com/watch?feature=player_detailpage
&v=QsRUkNN_IWs
Slide 19
What have you learned? What percentage of time is taken up by
fine motor activities in the preschool classroom? True or False-
Handwriting difficulties is the most common reason for occupational
therapy referral in the school setting. How much time should be
spent on handwriting instruction in the classroom? Name 3 roles the
teacher and occupational therapist play in handwriting instruction.
Who created the Handwriting Without Tears curriculum? Name 3 types
of media that can be used to teach the readiness skills needed for
formal handwriting instruction using the Get Set for School
Program.
Slide 20
Conclusion Handwriting is still an important aspect of our
lives. Studies support that handwriting practice is beneficial to
developing overall handwriting skills. Handwriting practice can be
supported through daily practice in the classroom. Important to
incorporate handwriting into curriculum to allow for adequate
acquisition of handwriting skills. The key to success is building a
strong foundation through the use of a readiness program
Slide 21
Survey
Slide 22
References Cahill, S.M. (2009). Where does handwriting fit in?
: Strategies to support academic achievement. Intervention in
School and Clinic, 44(4), 223- 228. Daly, C.J., Kelley, G.T., &
Krauss, A. (2003). Relationship between visual-motor integration
and handwriting skills of children in kindergarten: A modified
replication study. The American Journal of Occupational Therapy,
57(4), 459-462. Edwards, L. (2003). Writing instruction in
kindergarten: Examining an emerging area of Research for children
with writing and reading difficulties. Journal of Learning
Disabilities, 36(2), 136-148. Feder, K.P., & Majnemer, A.
(2007). Handwriting development, competency, and intervention.
Developmental Medicine & Child Neurology, 49, 312-317. Graham,
S., Harris, K. R., Mason, L., Fink-Chorzempa, B., Moran, S., &
Saddler, B. (2008). How do primary grade teachers teach
handwriting? A national survey. Reading and Writing: An
Interdisciplinary Journal, 21, 49-69. doi:
10.1007/s11145-007-9064-z
Slide 23
References Lust, C., & Donica, D. (2011). Effectiveness of
a handwriting readiness program in head start: A two-group
controlled trial. The American Journal of Occupational Therapy,
65(5), 560-568. Mackay, N., McCluskey, A., & Mayes, R. (2010).
The log handwritingprogram improved childrens writing legibility: A
pretest-posttest study. The American Journal of Occupational
Therapy, 64, 30-36. Marr, D., Cermack, S.A., Cohn, E.S., &
Henderson, A. (2003). Fine motor activities in head start and
kindergarten classrooms. American Journal of Occupational Therapy,
57, 550-557. Marr, D., & Dimeo, S.B. (2006). Outcomes
associated with a summer handwriting course for elementary
students. American Journal of Occupational Therapy, 60 (1), 10-15.
McHale, K., & Cermak, S. (1992). Fine motor activities in
elementary school: Preliminary findings and provisional
implications for children with fine motor problems. American
Journal of Occupational Therapy, 46, 898-903.
Slide 24
References Olsen, J.Z. (2008). Handwriting Without Tears
Research Review. Handwriting Without Tears. Retrieved January 28,
2013, from http://www.hwtears.com/hwt/why-it-works/research Olsen,
J.Z. & Knapton, E.F. (2008). Handwriting without tears: Pre-K
teachers guide. Cabin John, MD: Handwriting Without Tears. Roth, K.
& Guinee, K. (2011). Ten minutes a day: The impact of
interactive writing instruction on first graders independent
writing. Journal of Early Childhood Literacy, 11(3), 331-361.
Schneck, C. & Amundson, S. (2010). Prewriting and handwriting
skills. In J. Case-Smith & J. C. OBrien (Eds.), Occupational
therapy for children (6thed., pp. 555-580). Maryland Heights, MO:
Mosby Elsevier.