One Reason Students Struggle: Difficulty with Handwriting

Previously published at I Speak of Dreams According to a recent study, somewhere between 10% to 30% of children have difficulty learning to produce rapid, legible hand-written work(1). Handwriting difficulty is often linked with other problems such as attention deficit disorder. Poor quality of handwriting of children with handwriting problems seems particularly related to a deficiency in visual-motor integration. (2) Children who do not acquire fluent, legible handwriting in the early years often experience far-reaching negative effects on both academic success and self-esteem.(1)

“Handwriting is one of the basic building blocks of good writing and plays a critical role in learning,” Graham, Currey Ingram Professor of Special Education at Vanderbilt University’s Peabody College, said. “Young children who have difficulty mastering this skill often avoid writing and their writing development may be arrested. They also may have trouble taking notes and following along in class, which will further impede their development.”

There are three possible sources of children developing handwriting difficulties: a problem with the child, a problem with the teacher, or a problem with the curricula (and related materials).

In " How do primary grade teachers teach handwriting? A national survey",(3) the authors found that

Nine out of every ten teachers indicated that they taught handwriting, averaging 70 minutes of instruction per week. Only 12% of teachers, however, indicated that the education courses taken in college adequately prepared them to teach handwriting. Despite this lack of formal preparation, the majority of teachers used a variety of recommended instructional practices for teaching handwriting. The application of such practices, though, was applied unevenly, raising concerns about the quality of handwriting instruction for all children.

In a less-formal presentation of the national study data, Steve Graham is intereviewed:

Graham suggests that a return to consistent handwriting instruction, with an understanding of the challenges different children face, would not only result in more legible papers but also support overall learning across subjects. “Teachers need to continue to teach their students how to properly form and join letters. We found that this sort of instruction takes place for 10 minutes or less a day in most schools, down from two hours a week in the 1950s,” Graham said. “At home, there are many things that parents can do to help their young children improve their penmanship. Activities such as identifying and tracing letters, forming letters from memory, copying words and playing timed games to see how quickly they can accurately produce written letters and words all go toward building this skill.”

There are two common handwriting approaches or curricula used in U.S. schools--one: traditional, based on the Palmer method, and  two: "italicized" -- more flowing.  The most popular of the former is  Zaner-Bloser and the most popular of the latter is d'Nealian (developed by Donald Thurber). There is very little research on the relative effectiveness and efficiency of each approach.

There is, however, a third way: Handwriting Without Tears.

I spent Friday and Saturday (April 11th and 12th, 2008) at a Handwriting Without Tears seminar.  Handwriting Without Tears (HWT) was created in the 1970s by an occupational therapist as a remedial program, and over the decades, has grown into (1) a pre-K through 5th grade classroom curriculum and (2) a remedial program..

It works as a classroom curriculum because:

• the letters are taught in logical order,
• the letter formation skills are taught to mastery, and
• the curriculum uses multisensory methods.

The teacher watches for, and immediately corrects, errors in letter formation, and the curriculum includes frequent "Review and Mastery" opportunities.

It works as a remedial program because HWR's authors have structured remediation in small, precise steps.

I highly recommend Handwriting Without Tears.

1. Feder KP, Majnemer A.  Dev Med Child Neurol. 2007 Apr;49(4):312-7.
2. Volman MJ, van Schendel BM, Jongmans MJ.  Am J Occup Ther. 2006 Jul-Aug;60(4):451-60.
3. Graham S, Harris KR, Mason L, Fink-Chorzempa B, Moran S, Saddler B Reading and Writing 2008 21(1-2):49-69.

Discussions Elsewhere: Handwriting Key to Learming, Newsweek, November 12 2007 LD Podcast: Dr. Steve Graham on writing development. Interview with Steve Graham

Discussions at Kitchen Table Math referencing Handwriting Somewhere in a Well to Do District Learning in a Castle of Fear Speed Test

In " How do primary grade teachers teach handwriting? A national survey",(3) the authors found that

Nine out of every ten teachers indicated that they taught handwriting, averaging 70 minutes of instruction per week. Only 12% of teachers, however, indicated that the education courses taken in college adequately prepared them to teach handwriting. Despite this lack of formal preparation, the majority of teachers used a variety of recommended instructional practices for teaching handwriting. The application of such practices, though, was applied unevenly, raising concerns about the quality of handwriting instruction for all children.

In a less-formal presentation of the national study data, Steve Graham is intereviewed:

Graham suggests that a return to consistent handwriting instruction, with an understanding of the challenges different children face, would not only result in more legible papers but also support overall learning across subjects. “Teachers need to continue to teach their students how to properly form and join letters. We found that this sort of instruction takes place for 10 minutes or less a day in most schools, down from two hours a week in the 1950s,” Graham said. “At home, there are many things that parents can do to help their young children improve their penmanship. Activities such as identifying and tracing letters, forming letters from memory, copying words and playing timed games to see how quickly they can accurately produce written letters and words all go toward building this skill.”

There are two common handwriting approaches or curricula used in U.S. schools--one: traditional, based on the Palmer method, and  two: "italicized" -- more flowing.  The most popular of the former is  Zaner-Bloser and the most popular of the latter is d'Nealian (developed by Donald Thurber). There is very little research on the relative effectiveness and efficiency of each approach.

There is, however, a third way: Handwriting Without Tears.

I spent Friday and Saturday (April 11th and 12th, 2008) at a Handwriting Without Tears seminar.  Handwriting Without Tears (HWT) was created in the 1970s by an occupational therapist as a remedial program, and over the decades, has grown into (1) a pre-K through 5th grade classroom curriculum and (2) a remedial program..

It works as a classroom curriculum because:

• the letters are taught in logical order,
• the letter formation skills are taught to mastery, and
• the curriculum uses multisensory methods.

The teacher watches for, and immediately corrects, errors in letter formation, and the curriculum includes frequent "Review and Mastery" opportunities.

It works as a remedial program because HWR's authors have structured remediation in small, precise steps.

I highly recommend Handwriting Without Tears.

1. Feder KP, Majnemer A.  Dev Med Child Neurol. 2007 Apr;49(4):312-7.
2. Volman MJ, van Schendel BM, Jongmans MJ.  Am J Occup Ther. 2006 Jul-Aug;60(4):451-60.
3. Graham S, Harris KR, Mason L, Fink-Chorzempa B, Moran S, Saddler B Reading and Writing 2008 21(1-2):49-69.

Discussions Elsewhere: Handwriting Key to Learming, Newsweek, November 12 2007 LD Podcast: Dr. Steve Graham on writing development. Interview with Steve Graham

Discussions at Kitchen Table Math referencing Handwriting Somewhere in a Well to Do District Learning in a Castle of Fear Speed Test