The Case of Bad Handwriting
"Handwriting". As an OT, it's probably one of my least favorite words. And yet, it's also probably the word I hear most often. Right behind the "I have a kid who holds their pencil funny" is the "I have a kid who has AWFUL handwriting."
Before addressing Graphomotor, or handwriting skills, I want to remember each reader of something that I tell my teachers all the time - not every child is going to have beautiful handwriting. For example, my husband's handwriting looks like chicken scratch. But, somehow, he made it to be a Physician Assistant. So before you try to produce the next John Hancock, remember - if it's legible, then don't fix it.
The second point that I want to mention is at some point, you have to say, "it is what it is." It's the 21st century, and most schools don't have the "Penmanship" class that I had. But they do have access to computers, laptops and other word processing devices that may make it easier on both the student and the adult. If you have an older child (I usually say 3rd grade and up) that hasn't responded to Graphomotor intervention, let them use these devices for written work. It will save the child frustration and allow you to assess academic skills instead of trying to decipher hieroglyphics.
Before addressing Graphomotor, or handwriting skills, I want to remember each reader of something that I tell my teachers all the time - not every child is going to have beautiful handwriting. For example, my husband's handwriting looks like chicken scratch. But, somehow, he made it to be a Physician Assistant. So before you try to produce the next John Hancock, remember - if it's legible, then don't fix it.
The second point that I want to mention is at some point, you have to say, "it is what it is." It's the 21st century, and most schools don't have the "Penmanship" class that I had. But they do have access to computers, laptops and other word processing devices that may make it easier on both the student and the adult. If you have an older child (I usually say 3rd grade and up) that hasn't responded to Graphomotor intervention, let them use these devices for written work. It will save the child frustration and allow you to assess academic skills instead of trying to decipher hieroglyphics.
Handwriting Is Taught
Dibels. DRAs. Benchmarks. I'm sure if you have a child who is school age or are a teacher yourself, these words are part of your everyday language. Reading and comprehension is the focus of the academic day, and it starts as early as kindergarten. It is wonderful that our society is instilling reading skills at such an early age. But the unfortunate part is, in order to make time for these lessons - other lessons had to be cut. And in most schools, the first thing to go was the penmanship program. There is no longer just a lesson on how to make a letter. Sure, the teacher will show the students how to make the letter, but they also will show them the letter's corresponding lower case partner, the sound it makes when it's in the middle of a word, the sound it makes when it's at the end of the word and 10 words that start with it. With all that information, it is almost impossible for the student to remember what line/curve strokes made up the letter, let alone how to draw them AND how to make them fit correctly on a writing line.
My point is, handwriting has to be taught. And just like you wouldn't try mixing a spanish lesson with alegbra, it needs to be taught independently of language arts or reading concepts, especially in kindergarten. The best way to teach handwriting, in my personal opinion, is the Handwriting Without Tears method. I have seen teachers use a variety of other programs - Fundations (R), the D'Nealian approach, the Zaner Bloster approach, just to name a few - and it is the only program to teach letters in a DEVELOPMENTALLY appropriate sequence (remember the Pre-Writing sequence?) Sometimes this upsets teachers, because it doesn't correspond with the sequence teachers instruct sound-symbol relationships, or is it alphabetical order. But I assure you, it really doesn't make that big of a difference. And at the end of it, you have a child that can WRITE and READ letters. That's what counts.
My point is, handwriting has to be taught. And just like you wouldn't try mixing a spanish lesson with alegbra, it needs to be taught independently of language arts or reading concepts, especially in kindergarten. The best way to teach handwriting, in my personal opinion, is the Handwriting Without Tears method. I have seen teachers use a variety of other programs - Fundations (R), the D'Nealian approach, the Zaner Bloster approach, just to name a few - and it is the only program to teach letters in a DEVELOPMENTALLY appropriate sequence (remember the Pre-Writing sequence?) Sometimes this upsets teachers, because it doesn't correspond with the sequence teachers instruct sound-symbol relationships, or is it alphabetical order. But I assure you, it really doesn't make that big of a difference. And at the end of it, you have a child that can WRITE and READ letters. That's what counts.
The Ultimate Handwriting Workbook
If you've followed me through the years, you know that I created my own Handwriting Workbook, based on developmental concepts, variations of handwriting programs and what has worked with my students.
I recently revamped the entire document - with adorable new graphics, more classroom visuals and more printables for handwriting practice. Check it out on Teachers Pay Teachers by on the picture to the left. The document is available to purchase in a bundle, or in lower and upper case editions - whatever fits your student's needs. Stay tuned for a Cursive Edition in 2023! |