First Strokes Multi-Sensory Handwriting Program

Modified from information by Jan McCleskey, MA, OTR

The Handwriting Clinic

Plano,Texas

Functional Grasp on a Writing Tool:

  • a mature, tripod grasp (tips ofthumb and index finger even with each other and close together; side ofmiddle finger resting behind index finger on shaft of writing tool; and a rounded, open web space─space between thumb and index finger) on a writing instrument with finger movement, rather than whole hand and arm movement, is the final goal in the development of fine motor skills
  • before 5 years children usually use the whole hand with the wrist in the air to provide faster movement
  • when using a mature grasp the hand should be below the writing line with the wrist stabilized on the paper (this is ideal for both right-handed and left-handed children, but left-handed children who use a hook pattern will still be able to get good finger movement since they will be writing away from the palm)
  • differentiation between the two sides of the hand is necessary for a mature grasp; this means that the thumb, index finger, and middle fingers function together to manipulate objects or to move when writing and that the ring and little fingers “rest”
  • the thumb, index, and middle fingers are the “go” fingers and the ring and little fingers are the “stop” fingers
  • differentiation between the two sides of the hand for manipulative skills usually occurs around 4 years of age
  • finger movement to manipulate objects from the fingertips into the palm and the reverse, and to color and form letters,begins around age 5,but is refined at ages 6 or 7
  • finger movement, without whole hand and arm movement,is important to fluidity and speed, and contributes to less fatigue as writing demands increase with age

The Role of Adults in Encouraging a Mature Grasp:

  • by age four adults should encourage a tripod grasp on a pencil or marker for all students
  • age four provides a window of opportunity for a child to develop kinesthetic awareness of a grasp on a pencil through practicing coloring and writing
  • it’s much more difficult to develop a correct grasp later, but not impossible; children can learn to correct their grasp patterns at any age level, but it’s optimal for them to have a correct grasp by the beginning of first grade so that they don’t practice incorrectly during the time that writing becomes the major way of completing written work
  • cursive handwriting is not appropriate until a child has had time to develop coordination within a manipulative grasp; this doesn’t happen before age 7, even in a precocious child

Reasons for the Development of Poor Grasp Patterns:

  • sometimes a 3-year or 4-year-old child who enjoys coloring and is precocious in drawing letters may develop a poor grasp pattern that becomes a habit
  • a child who practices letters too early without proper instruction may develop poor sequencing habits for forming letters, also
  • children may try to gain stability by closing the web space (space between the thumb and index finger) tight, using a lateral grasp pattern, and /or holding the writing tool tightly
  • the above patterns may develop due to compensating for low muscle tone or hypermobile joints
  • this doesn’t mean that a 3-year-old child shouldn’t be coloring or holding a writing tool, but that more emphasis should be placed on fine motor skills during the preschool years with gentle guidance from parents and teachers to prevent the formation of bad habits

Modified from information by Jan McCleskey, MA, OTR, The Handwriting Clinic, Plano,Texas

First Strokes Multi-Sensory Handwriting Program

By Jan McCleskey, MA, OTR

The Handwriting Clinic

The Role of Teachers in the Development of Handwriting Skills:

  • most children are primed and ready for writing in kindergarten
  • a multi-sensory approach to handwriting will be beneficial to students and can help to prevent some of the problems that may develop by teaching on a strictly visual basis
  • if teachers can recognize a problem with handwriting early on and provide quick intervention it can prevent later problems
  • one of the most difficult tasks for children is learning how to place letters within writing spaces (correct letter alignment)
  • all children need to have visually identifying handwriting lines; using verbal and visual cues for top, middle, and bottom (sky, grass, under the ground; giraffe, lion, and monkey tail, etc.) and color coding lines will be helpful
  • if the lines on the paper are different for different kinds of assignments, or if the paper changes from one time period to the next, it’s important to provide specific teaching about how to use each type of paper
  • most students are ready to learn to write in cursive by second or third grade; many children who struggle with printing do better in cursive because they are more ready for handwriting in general
  • the Loops and Groups Cursive Handwriting Program written by Mary Benbow, MS, OTR is excellent for teaching cursive
  • grasp development can be introduced as a child learns cursive, if it was not previously taught or if the child developed some bad habits

Classroom Strategies for Teaching Letter Formation:

In a classroom setting it can be difficult to implement a wide variety of kinesthetic techniques, so here are some suggestions.

  • pick a few techniques that are economical for all students to use
  • incorporate 5 to 10 minutes of kinesthetic learning when introducing letters
  • have the students write each letter in the air with their eyes closed
  • during this time, keenly observe students who haven’t mastered the sequencing of how to form the letters
  • keep a log of letter formation for all students and provide remedial help for those that need it
  • have a handwriting center and pull students into the center all week, especially if they need extra help
  • use parent or older student volunteers to manage the handwriting center
  • incorporate activities for grasp development into this center for those who need them