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OCCUPATIONAL THERAPY

CLASSROOM STRATEGIES & INTERVENTIONSFOR STUDENTS HAVING DIFFICULTY WITH:WRITING & CLASSROOM TOOL USE

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IF YOU SEE: TRY THIS:.Teaching letters in groups. EXAMPLE:c,d,g,o,q are the "magic 'c' " letters to teach

LETTER REVERSALS together; t,l,f,h,b are the ''firepole'' letters toteach together.use different colors to visualize differences instrokes.trace letters using color-changing markers.for right-handers with number reversals, useleft hand as anchor on paper to show hownumbers like 3 and 5 go around index and/ormiddle finger.use adapted paper (raised line, only dottedmiddle and baselined, drop spaced) or graph

POOR LETTER FORMATION paper underlays.use Handwriting WithoutTearsmaterials/strategies (www.hwtears.com).tape letter formation models to desktop.practice accurate multisensory formation:in the air with a "magic wand"; with fingeragainst a ziplock bag filled with colored glue orhair gel; with playdoh snakes; with wikki stix;with foil rolls; on chalkboard; on magna-doodle;on dry erase board, in cookie sheet coveredwith thin layer of sand.trace over letter models withtracing paper.use graph paper--one letter or space per box

POOR SPACING .use popsicle stick spacers (can decorate).use non-writing hand index finger as spacer.highlight spaces in between words of textstudent is copying.highlight margins to increase visual impact ofwhere writing begins and ends.try variety of pens, mechanical pencils, finepoint pens with no erasers

ERASES OFTEN OR PRESSES TOO HARD .encourage structured error repair (EXAMPLE:do not fIXmistake until entire sentence iscomplete).put something soft or textured under paper,like thin sheet of styrofoam, sandpaper,padded notebook, carpet square.allow for spelling errors.write on tracing paper or carbon paper.tape paper to wall and have student stand towrite in vertical plane.have student hold small ball in writing handwhile writing with ring and pinky fingers

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OFTEN DOES NOT PRESS HARD ENOUGH

AWKWARD GRASP ON WRITING UTENSIL

SLOW, LABORED, OR MESSY WRITING

CHOPPY, MESSY SCISSOR USE

COLORING OUTSIDE THE LINES AND/ORNOT COLORING IN COMPLETELY

SLOPPY FOLDS OR INCOMPLETECREASES WHEN FOLDING PAPER

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.put sandpaper under writing paper

.have student write with a squiggle pen

.have student write with markers

.try a #1 pencil (has softer lead)

.try a very short pencil

.try a variety of pencil grips, pencil girths, andgrasp styles.write on slantboard.use rubberband on wrist and hook on end ofpencil to pull down into webspace.increase time allowed for completion of work.reduce amount of work.space work sessions with short breaks.set time limits for specific writing tasks.allow use of either manuscript or cursive.set mutually agreed upon expectations forneatness

.accept key word responses vs. completesentences.reduce amount of copying from board;provide written version of board content.allow student to type or give answers orally.use appropriate height chair and desk; if chairis too high, place prop under feet.use dycem or non-skid material under elbows.remind student to hold scissors in "thumb-up"position all the time--the scissors do notchange direction, the paper being turned by thenon-cutting hand is what turns.encourage student to cut as slowly aspossible.pretend scissors are alligators and they onlylike to "eat" the line.use child-size Fiskar scissors.make the outline thicker and/or darker.encourage child to use finger vs. armmovements to move the crayon.encourage child to "make all the whitedisappear".encourage child to watch crayon as it moves.ensure that child understands what it meansto match comers or edges..put dots on comers/places that need to meet,and tell them to "make the dots kiss"ehave child use side of pencil to smash thecrease

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tloWtdwvuVJI\fYSLVat:~Compiled by WCPSS Occupational Therapy Department

For Student Support Team Observation

Often, when one cannot read a student's writing, it must be determined whether the difficulties arise fromthe physical act afhandwriting OR actual processing of written language.

Writing replete with errors in syntax, punctuation, and spelling is typical of students with weaklwrittenexpression. Regular and special education teachers are the best source of remediation in this area.

Productions which cannot be read due to the actual execution of written symbols, however, are

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onsidered

handwriting problems. Handwriting is a skill which must be taught and practiced. Some students wil take longerto master the skill, while others will need a different approach. There are some simple strategies that ayimmediately impact your student's handwriting.

When you see thisbehaviorPoor letterformation

Try these strategies

. Reteach the stroke sequence

. Offer writing strip on desk and at home

. Avoid unsupervised copying fromworkbooks. Rather teach movementpatterns as basis of formation.

. Maximize direct supervision whenpossible.

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Resources/Hints

. See WCPSS approved curriculum(Zaner Bloser Continuoud Stroke,D'Nealian)

. Reteach only problem let ers, work ononly 1 letter at a time, ag ee withstudent on the best form r each letter

. Try "air writing" to learn movements

. Consider using a parent lunteer toprovide practice for a stu ent

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Student writes . Explore different paper styles . Try narrow or wider ruled paper - useoutside lil1les . Try visual cues the narrowest lines that the child can

0 Highlight margins easily use I

0 Highlight lower half of primary . Explore dotted line versus color codedpaper to emphasize where to lined paper, etc.place lower case letters . Line width is more related to writing

0 Darken base lines utensil. Primary pencils or large tip. Try tactile cues for the writing line markers/pens need larger width lines 4

0 Offer raised lined or creasedpaper

0 Bead of glue on base lineWriting lines too . Offer bumpy or padded surface under . Use pad of paper or fabric underneathdark, too light or paper paper (i.e. "blotter")wavy . Use soft (No. 1) or hard leadedpencil

. Try differentwritingutensils(pensrequire lesspressure) . Felt tip, gel pens

. Pencil grips . Try severalof the widevarietyof grips

. Offer frequent breaks available. Allow student to select

grip/pen that works best. Grips can befound at school store, Teach Me,Stone's, Wal-mart, etc.

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Unusual grasp . Don't changeif studenthas no specifichandwritingproblem

. Short crayons/pencils require a more . . Golfpencilwith arrowhe,d eraser

mature tripod grasp. Try pencilwith built in gripor shaped . Cushion,triangle,etc. - ry a variety

barrel or pencil grips and allow student choice

Slow writing . Observeif speed increasesif you help . May need to require less Nritingtoprod uction with spelling insure legible productiom .

. Have studentdictatematerial first,then . Slow composing arises fr )m problemscheck rate of copying. with attention or written anguage

. Reteach letters formed with extrastrokes (i.e. two strokes for e)

Mixing upper . Reteachthe letters(followinginformaland lower case assessment)

. Offer letter strip on desk and at homeReversals before . Try directionalcues "E faces3" "when . Ifproblem persists, consi :leI'screening3rd grade making a d the c comes first" for language or reading i5sues

. Offer a card at desk for those . bed - cue for b/d reversaIstroublesome symbols . monitormotorapproach Insure

. Teach cursive, which eliminates letter student using left/right ar d reteach if

reversals, then require brief daily not. 1st stroke left and 2ndfollow to the

practice right (p a pole w/ a bulb; is a c with a

hook)- 3-

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If your student continues to struggle after trying these strategies, please contact your school's occupationaltherapist who can analyze your student's work and offer helpful strategies at the SST level during an informalcolleague consultation or classroom observation.

-4-July2003Occupational Therapy DepartmentWake County Public Schools

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Student slumps . Check desk height (work surface 2" . Ask the custodian to help adjust tableor leans when above bent elbow or locate appropriate sized desk andwriting . Check chair height (feet rest flat on chair

floor?)Left handed . Group together for handwriting . Theyare at a disadvantage:writers . Givethem sufficientwritingsurface 0 they push rather than pull the

. May benefit from lower desk (elbow pencillevel) 0 their hand covers their work as

. Do not insiston a right slant.Rather they writeallowverticalor slight left slant 0 writing is usually modeled by a

. Try a slant board for those who are right handed adult

developing a hooked wrist posture