Is your child reluctant to handwrite or has a poor writing speed?

 

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Our ‘Tips on encouraging reluctant writers’ is a step by step guide to support you in identifying possible reasons for your child’s reluctance to handwrite or poor handwriting speed: http://bit.ly/2JHgAmE

Some children have a poor handwriting speed or just don’t want to try handwriting because of sensory pressure related difficulties and struggle to maintain and control the pressure required to handwrite. Our ‘Hand dominance, swapping and pressure’ section offers practical advice to help you support your child’s development: http://bit.ly/2VlGfDH

Handwriting Letter & Word Spacing Issues

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Some children find it difficult to space their letters in words correctly and to show spacing between words. There can be a number of reasons for this:

  1. They may not understand the concept or conventions of spacing words and letters and this needs to be explained.
  2. Other Physical Skills such as poor spatial awareness skills, eye tracking or general eyesight.
  3. Poor Key Strengths and/or Key Abilities elements, required for handwriting, such as sitting position, paper position, pencil grip, hand position and letter formation knowledge may also be hindering them.

1. ‘Tips to support letter and word spacing’ will help you to identify if your child is having difficulty in understanding the spacing conventions and how to support them: http://bit.ly/2LynVrn

2. Our ‘Other Physical Skills’ assessment will help you to identify if your child’s spatial awareness or eye tracking skills may be affecting their spacing skills: http://bit.ly/2P5jS44

If you are not sure then book an eye test for your child, just to be on the safe side, it could be they need glasses.

3. Our step by step ‘Overcoming Handwriting Difficulties’ guide will support you in identifying other possible reasons for your child’s letter and spacing issues: http://bit.ly/2C7xYwq

Why is it so important to correct a poor body posture for handwriting tasks?

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We expect our children to sit and write at a desk for longer periods of time at school and this can become very challenging for some children. Handwriting is a very physical task requiring good gross and fine motor skills. A weakness in either, or both, of these areas can be why a child struggles with longer handwriting tasks.

Children with a poor body posture often slouched over a desk, laying their head on the table or with their head propped up by their hand and arm or pull their chair in so far that they can rest their tummy on the edge of the table to help them keep a more upright position. This can look as if they are bored and disinterested in what they are doing. However this is not generally the case.

A poor posture position is not always due to boredom or incorrect chair and table height. For many children it is a lack of body strength or core muscle tone (the large muscle groups that control shoulder stability and the trunk of the body that work to enable us to sit and stand upright for sustained periods of time).

This is bad for them, as it puts unnecessary strain on the body, causing neck or backache and discomfort, which in turn makes them fidget as they try to get comfortable. All this can distract them from the task in hand and limit their handwriting ability as it reduces their hand and finger movements.

You can use our simple online Key Strengths assessment to check your child’s core strength (gross motors skills): http://bit.ly/2C7xYwq or use our core strength development games and activities to support your child: http://bit.ly/2FhFkR7

Identifying Poor Motor Memory and Visual Memory Skills in Handwriting

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Motor memory and visual memory difficulties can have a dramatic effect on a child’s handwriting ability. Possible signs of poor motor memory or visual memory skills can be that their handwriting is slow and deliberate or fast and messy (as they try to hide their letter formation issues), making it difficult to read. They can spend so much time on trying to remember how to form the letters, they have no working memory space left for the important tasks of composing their writing and spelling.

Poor motor memory skills can make handwriting difficult as shapes and letter formation movements are often forgotten, causing letter reversals and incorrectly formed letter shapes, which can make joining a very slow process to learn. A poor and often slow handwriting style can develop as font styles are mixed and capital letters are used inappropriately. Combined, these difficulties can cause poor presentation, spelling and legibility issues.

Poor visual memory skills make handwriting difficult as the ability to recall how letters look and reproduce them with appropriate spacing and positioning is partially or completely lost. This leads to poor letter formation skills, letter reversal along with spelling and presentation difficulties.

Visual memory and motor memory skills are linked and so a game or activity that supports one is likely to support the other.

For more information on how to identify motor memory and visual memory difficulties see our Other Physical Skills Assessment: http://bit.ly/2P5jS44

For games and activities to help support and develop these skills use this links: http://bit.ly/2M350S1

Easter Drawing Ideas – Support Pre-handwriting Patterns

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The Easter weekend promises to be warmer and sunny however, if you are unlucky enough to have a wet soggy one, we have put together some quick step by step Easter drawing ideas for you to try, using basic shapes such as circles, rectangles and triangles.

Drawing pictures is a great way to help your child develop their pre-handwriting strokes and shape forming skills. It is amazing how, by using these simple shapes, you and your child can create fantastic Easter cards, pictures or gift tags.

For these and other fun activities check out our ‘More fun handwriting activities’ pages: http://bit.ly/2kyeo3w

Identifying Poor Eye Tracking and Spatial Awareness Skills in Handwriting

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Eye tracking and/or spatial awareness difficulties can have a dramatic effect on a child’s handwriting ability.  Weak skills in these key areas make it difficult for children to form letters correctly (curves and lines often not joining to complete the letter shape), as well as being unable to appropriately space letters in words and words in sentences. Other poor presentation skills include being unable to write on lines and often missing lines out when following on with a sentence.

It is also worth pointing out that a child with poor eye tracking and/or spatial awareness skills will also find reading difficult.

For more information on how to identify eye tracking and spatial awareness difficulties as well as activities to help support and develop these skills use these links:

Helping to Overcome Handwriting Difficulties

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It can be difficult to identify why a child is having trouble learning to handwrite fluidly and with speed. This is because handwriting is a complex skill, requiring both physical skills (Key Strengths) and the knowledge (Key Abilities) of how to form and join letters correctly.

Where do you start?

Follow our step by step guide to identify where the problem may lie and then work with the child using our suggested solutions: http://bit.ly/2uFcUJF

Don’t miss the early steps, even though you think they may not be relevant to an older learner, as the child may be struggling because they have either missed an earlier stage of physical development or teaching.

Sometimes children need to be taken back before they can move forward.

Choosing a Pen for Handwriting

 

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Choosing and using the right pen can help to avoid smudging; make handwriting look smarter and prevent hand strain when writing for extended periods of time. Everyone is different, so the type of pen required is different to.

There are three main points to think about when choosing a pen for handwriting:

  1. The type of ink it uses.
  2. The size and weight of the pen.
  3. The type of point it has.

1. Types of ink used:

  • Oil-based ink
    • The ink is quick drying and so does not smudge easily
    • The ink flows smoothly depending on the point style of the pen
    • Ink can stop and start for no apparent reason
  • Water-based ink
    • The ink does not dry as quickly as oil-based ink so can smudge
    • The ink flows very smoothly

2. Pen sizes and weights

Because pens come in different shapes, sizes and weights it is important for your child to try out a range of pen styles to help them find the best fit for them. Remember one pen style does not suit all, everyone’s hand size and finger length are different.

Things to consider when choosing a pen:

  • Does it feel too short or too long?
  • Does it feel too thin or too thick?
  • Does it feel too heavy or too light?
  • Some children like a smooth round pen shape.
  • Some prefer a textured round pen shape.
  • While others may prefer a hexagon shaped pen.

3. Pen points

Pens come with different point or nib widths and shapes. The size and shape of the point gives different line thicknesses and are usually purchased as point sizes: extra fine, fine, medium or bold (some will have a measurement on as well).

A fine pen point produces thin lines and some children will find this can help to make writing neater.

A medium and bold point give thicker lines which many may find smoother to write with, though the letter size may be slightly larger because of it.

Once again it is important that children try out a range of pen point sizes to help them find the best fit for them.

Remember one pen point style does not suit all, everyone’s fine motor skills and writing pressures are different.

To use, or not to use, a pencil grip aids? That is the question.

Aids to support good pencil grip can be very useful for some pupils. However, one of the issues with their use is that, when a pupil has not got the pencil grips to hand, they revert back to the original poor grip position.

Pencil grip aids generally do not correct the grip, they just force the hand and fingers into the correct position for writing. To correct the grip permanently the physical factors that have created the incorrect grip need to be addressed.

The use of grips can encourage a pupil to write more fluently, building their self-esteem, whilst you work on correcting the factors that have caused a poor grip to form. The long-term aim must always be to get the pupil to grip the pencil correctly without the use of aids.

Poor hand position can cause a poor pen grip

We often talk about the most appropriate grip for handwriting being the tripod grip; but this usually only refers to finger position. It is easy to forget the importance of the actual hand position in relation to the pen and paper for handwriting.

The ideal position is for the hand, wrist and elbow to be below the tip of the pencil and under the writing line for both left and right-handed writers.

Left hand hook pencil grip

Some children will hold the pencil in a tripod grip but develop a hooked hand position or move the elbow too far up the table, causing the forearm and wrist to be nearly horizontal with the table edge, because they feel they can see what they are writing more clearly.

 

A hooked grip puts unnecessary strain on the hand ligaments and forces the body into a poor sitting position, again putting extra strain on the body. This in turn makes handwriting a tiring and uncomfortable task, impacting on a child’s overall learning experience.

It takes time to correct a poor hand position but it is well worth the perseverance as it will enable a child to write freely and more comfortably.

When writing normally, encourage children to angle the paper appropriately as this will also help to correct a poor hand position. With the correct paper tilt they will always be able to see what they are writing. If the paper is tilted at the correct angle for them, they will find a hooked hand position, or having their forearm further up the table, more difficult and uncomfortable to maintain.

Some children will find writing on a sloped desk helpful. Not all are comfortable writing or drawing on a flat surface and may benefit from the paper being positioned on an angled or sloped board. If you are not sure, instead of buying a specialist board, you could make one. Try using a ring binder or lever arch file stuffed with magazines and newspaper to make a sloped board. Tape the edges to stop the papers falling out or you could cover it in sticky back plastic to give a smoother finish to the board. The advantage of this is that you can make them to any angle of slope. Try a few to see which, if any, a child prefers. You may find that they only need the sloped board for a short while. It may also help to reduce the angle of the slope over time so that they gradually get used to moving from a sloped to horizontal writing plane.