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Children in kindergarten are now spending 42 percent of their ne motor time on paper and pencil activities during the school day.
Children with poor handwriting skills will also have difculty in other academic areas. Recent research implies that handwriting is critical to the production of creative and well-written text (Graham & Harris, 2005). Handwriting affects both uency and the quality of the composition. Christensen (2005) demonstrated how children enrolled in an eight-week handwriting intervention program outperformed their peers in all measures of writing, achieving a 46 percent improvement in the quality of written text beyond the journal [control] group (as cited in Medwell & Wray, 2007). These studies, along with others (Berninger, Vaughn, Abbott, Abbott, Rogan, Brooks, Reed, & Graham, 1997; Graham, Harris, & Fink, 2000b; Graham & Harris, 2005; Jones & Christensen, 1999) offer strong evidence that structured handwriting instruction leads to improved writing performance, academic success, and overall student self-esteem.
Thankfully, the days of drilled penmanship are gone, but explicit handwriting instruction is necessary and should be part of the regular class schedule.
successful than traditional manuscript letters when transitioning students to cursive writing. They also found that slanted writing does not improve the overall legibility of students manuscript letters. In other words, there is no support to claims that slanted forms of the alphabet facilitate transition from manuscript to cursive writing (ERIC Development Team, 1997; Graham, 1993). In fact, 52 percent of third grade teachers today noted uniformity of slant as a problem (Graham et al., 2007). Graham suggests that this problem is likely due to a change in the type of script taught. Graham et al. (2007) along with Armitage and Ratzlaff (1985), agree that this difculty arises when children who learn a vertical style of print are required to learn a slanted style of cursive. Armitage and Ratzlaff (1985) recommend that initial instruction of cursive should include a vertical style of letter formation, allowing students to transition to a slanted style after the letter forms have been mastered. Graham (1992) also found that individuals learning a slanted style of writing tend to misshape letters, extend the strokes above and below the guidelines incorrectly, and have consistent letter size. In 2006, Asher found that nine teachers who taught handwriting in one school district used a variety of commercial handwriting programs and instructional methodsas many as six. Teachers reported that under these circumstances, students did not develop uent handwriting skills. As a result, these students needed subsequent review and handwriting instruction. Asher suggests using a consistent curriculum from kindergarten through primary grades to ensure all teachers are using uniform instruction and language. This would enable children to master writing more easily. Quality handwriting instruction addresses posture, grip, and correct positioning in the classroom. Non-procient writers often display inferior biomechanics [posture, grip, and positioning] to those who are procient (Rosenblum, Goldstand & Parush, 2006). Likewise, Smith-Zuzovsky and Exner (2004) commented that complex hand skills [such as those used in handwriting], are affected by the quality of a childs seated position. Therefore, it is important to include instructions for correct positioning in manuals for professionals. Deciding on a curriculum to meet the diverse learning needs of all students is challenging. When choosing an effective handwriting program, it is necessary to use information from literature and exercise professional wisdom and experience.
Quality handwriting instruction addresses posture, grip, and correct positioning within the classroom environment.
HWT has a unique strategy for developing grip: using small writing tools, crayons, and pencils along with teacher demonstration, modeling, and guided practice.
physical approach to skilled hand use when teaching handwriting (Rosenblum, Goldstand & Parush, 2006; SmithZuzovsky & Exner, 2004). HWT has a unique strategy for developing grip: using small writing tools, crayons, and pencils along with teacher demonstration, modeling, and guided practice. Weinraub (1999) examined the use of small tools for developing grip with four- and ve-year-old children with developmental delays. She found that using small tools (as recommended by Handwriting Without Tears) signicantly expedites the formation of a tripod [mature] grasp more than the use of standard coloring tools. Following the pattern of skilled tool use development, Handwriting Without Tears promotes use of small crayons and pencils for children in preschool and kindergarten to match the small size of their hands. HWT gradually introduces children to standard writing tools as they develop prociency with writing and grasp. Learning to form letters correctly is a fundamental objective of any handwriting curriculum. Handwriting Without Tears begins instruction with a no-pencil, no-paper approach. In preschool and kindergarten, hands-on learning is necessary. Children learn best when actively engaged in playful learning activities. The use of manipulatives for young learners and diverse learning styles is a core component of the Handwriting Without Tears method. Children develop pre-writing skills as they move, touch, feel, and manipulate real objects. The paper style and writing guidelines comprise another unique and successful strategy used in the Handwriting Without Tears curriculum. Beginning in kindergarten, children learn to write capital letters and numbers in Gray Blocks. These unique Gray Blocks encourage correct starting habits, helping eliminate and correct reversals. Later, children learn to write lowercase letters, words, and sentences using only two lines. They transition to writing on single lines within the student workbooks. In 1997, Clark-Wentz reported on HWTs unique Double Line Paper as being less confusing than typical school paper. The Double Line Paper is particularly benecial for students who have visual gure/ground decits. Handwriting Without Tears also includes strategies with which teachers can properly instruct their students in the use of the different styles of writing paper available in the classroom.
The use of manipulatives for young learners and diverse learning styles is a core component of the Handwriting Without Tears method.
Handwriting Without Tears is suitable for children of all abilities and learning styles. Children enter the classroom with a wide variety of abilities and experiences. The Handwriting Without Tears manipulatives, instructional exercises, and workbook format ensure success for all children. Classroom teachers benet because all students succeed. Administrators benet because little or no costly handwriting remediation is required. Kiss (2007) directed a pilot study using the Handwriting Without Tears method within her school district. Results indicated that students overall legibility improved noticeably. In addition, teachers were convinced that the time they had spent on instruction made a huge difference for their students. Another benet of using HWT was that general and special education teachers were able to collaborate with district occupational therapists to help their students develop a basic skill. In 2004, Owens demonstrated the positive effects of Handwriting Without Tears programs with students in inclusion classrooms. Students from her study demonstrated statistically signicant improvement in the areas of letter size and spacing compared to students receiving traditional handwriting instruction. Teachers involved in this study were overwhelmingly satised with the programs effectiveness and usability and continued its use after the study was completed. Incorporating a developmental approach and instructional best practices, Handwriting Without Tears has shown effectiveness in improving the handwriting skills in children of all abilities, including those with special needs (Guy, 2003; Owens, 2004; Pontello, 1999).
For more information about the Handwriting Without Tears curriculum visit www.hwtears.com or call 301.263.2700.
References
Armitage, D., & Ratzlaff, H. (1985). The non-correlation of printing and writing skills. Journal of Educational Research, 78, (3), 174-177. Asher, A. (2006). Handwriting Instruction in Elementary Schools. American Journal of Occupational Therapy 60, 461471. Berninger, V.W., Graham, S., & Weintraub, N. (1998). The relationship between handwriting style and speed and legibility. The Journal of Educational Research, 91, 290-296. Berninger, V.W., Vaughn, K.B., Abbott, R., Abbott, S., Rogan, L., Brooks, A., Reed, E., & Graham, S. (1997). Treatment of handwriting problems in beginning writers: Transfer from handwriting to composition. Journal of Educational Psychology, 89, 652-666. Case-Smith, J. (2002). Effectiveness of school-based occupational therapy intervention on handwriting. American Journal of Occupational Therapy 56, 17-25. Clark-Wentz, J. (1997). Improving students handwriting. OT Practice, 2 (10), 29-33. Daly, C., Kelley, G.T., & Krauss, A. (2003). Relationship between visual motor integration and handwriting skills of children in kindergarten: a modied replication study. American Journal of Occupational Therapy 57, 459-462. Engel-Yeger, B., Magauker-Yanuv, L., & Rosenblum, S. (2009). Handwriting Performance, Self Reports, and Perceived SelfEfcacy Among Children with Dysgraphia. American Journal of Occupational Therapy, 63, 182-190. ERIC Development Team (1997). Six Questions educators should ask before choosing a handwriting program. ERIC Digest [ED 409 589]. Feder, K.P., & Majnemer, A. (2007). Handwriting development, competency, and intervention. Developmental Medicine & Child Neurology, 49, 312-317. Florey, Kitty Burns (2009). Script and Scribble: The Rise and Fall of Handwriting. Gesell, A. (1940). The First Five Years of Life: A Guide to the Study of the Preschool Child. New York: Harper and Row. Graham, S., Harris, K.R., Mason, L., Fink-Chorzempa, B., Moran, S., & Saddler, B. (2007). How do primary grade teachers teach handwriting? A national survey. Reading and Writing, http://dx.doi.org/10.1007/s11145-007-9064-z Graham, S. & Harris, K.R., (2005). Improving the writing performance of young struggling writers. The Journal of Special Education, 39, 19-33. Graham, S., Harris, K.R., & Fink, B. (2000a). Extra handwriting instruction: prevent writing difculties right from the start. Teaching Exceptional Children, 33, 88-92. Graham, S., Harris, K.R., & Fink, B. (2000b). Is handwriting casually related to learning to write? Treatment of handwriting problems in beginning writers. Journal of Educational Psychology, 92, 620-633. Graham, S. (1993). Are slanted manuscript alphabets superior to the traditional manuscript alphabet? Childhood Education, 71, 91-95. Graham, S. (1992). Issues in handwriting instruction. Focus on Exceptional Children, 25, 1-15. Guy, J.M. (2003). Effect of proprioceptive input combined with Handwriting Without Tears on the handwriting of children with learning disabilities. Masters thesis. Western Michigan University, Kalamazoo, Michigan. Jones, D., & Christensen, C. (1999). Relationship between automaticity in handwriting and students ability to generate written text. Journal of Educational Psychology, 91, 44-49. Kiss, D. (2007). Handwriting Consultation in Elementary Schools. OT Practice, 12 (14), 11-14. Malloy-Miller, T., Polatajko, H., & Ansett, B. (1995). Handwriting error patterns of children with mild motor difculties. Canadian Occupational Therapy Journal, 62, 258-267. 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. McHale, K., & Cermack, S.A. (1992) Fine Motor activities in elementary school: preliminary ndings and provisional implications for children with ne motor problems. American Journal of Occupational Therapy, 46, 898-903. Medwell, J., Wray, D. (2007). Handwriting: what do we know and what do we need to know? Literacy, (42), 10-15.
NAEYC. 1996. NAEYC position statement: Developmentally appropriate practice in early childhood programs serving children from birth through age eight. Washington DC: Author. Retrieved December 2, 2007, from http://www. naeyc.org/about/positions/pdf/PSDAP98.PDF Owens, L.L. (2004). The effects of the Handwriting Without Tears program on the handwriting of students in inclusion classrooms. Masters thesis. Virginia Commonwealth University, Richmond, Virginia. Peverly, Stephen T. (2006). The Importance of Handwriting Speed in Adult Writing. Developmental Neuropsychology, 197-216. Pontello, K.M. (1999). The effectiveness of a structured handwriting program. Unpublished masters thesis. Lakehead University, Ontario, Canada. Rosenblum, S., Goldstand, S., & Parush, S. (2006). Relationships among biomechanical ergonomic factors, handwriting product quality, handwriting efciency, and computerized handwriting process measures in children with and without handwriting difculties. American Journal of Occupational Therapy 60, 28-39. Shefeld, B. (1996). Handwriting: a neglected cornerstone of literacy. Annals of Dyslexia, 46, 21-35. Smith-Zuzovsky, N., & Exner, C.E. (2004). The effect of seated positioning quality on typical 6-and 7-year-old childrens object manipulation skills. American Journal of Occupational Therapy 58, 380-388. Ste-Marie, D.M., Clark, S.E., Findlay, L.C., & Latimer, A.E. (2004). High levels of contextual interference enhance handwriting skill acquisition. Journal of Motor Behavior, 36, 115-127. Weinraub, D.L. (1999). The effects of the use of broken crayon upon grasp development in conjunction with occupational therapy. Unpublished masters thesis. Touro College, Far Rockaway, NY.
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