Tips for Teaching Left-Handed Writers

Left hand tips

Surprisingly there are few differences when teaching left and right-handed children to handwrite. A left-handed child needs a slightly different pencil grip, and needs to hold the pencil slightly higher up the shaft, as well as a different paper position and tilt. Some left-handed children do find handwriting challenging to start with because they naturally want to draw straight lines right to left rather than left to right.

If you find your left-handed writers are struggling with learning to handwriting, I would recommend you try the following:

The Best Type of Paper for Teaching Handwriting

Just as the writing tool used by children changes as they develop, so does the paper they write on.

Informal Pre-handwriting Pattern and Initial Letter Development

If your child is just starting out on the handwriting adventure then any type of plain paper (no ruled lines) is considered the best option, as many children find it less restrictive.

Young children, due to the stage of their physical development, use large movements to draw (from the shoulder rather than the wrist) which often creates larger shapes and lines; you don’t want to restrict this movement as it can cause handwriting difficulties later. As their gross and fine motor skills develop so does their pencil grip and ability to draw and write at a smaller scale, moving more from the shoulder to elbow and wrist.

Formal Pre-handwriting Pattern and Letter Development

When your child is ready to refine their pre-handwriting pattern skills, or move on to forming letters, it is a good idea to use plain paper. The aim at this stage is to learn how to form the letters correctly, not size or neatness as that comes later.

Before moving to lined paper, to help children to start to appreciate the letter proportions and positioning, paper with picture clues can be used.

On our website the free writing paper and animations reinforce the idea of letter proportions and positioning by splitting the backgrounds into three colour zones to represent the sky, grass and earth. There are a number of reasons why this can be beneficial:

  • It can create a sub-conscious memory in a child’s mind of where particular letters sit in relation to others without the constraints of lines or obvious boundaries, especially as the picture can be any size. Children remember where to place the sun, grass or worms in their drawings; so why not letters?
  • It can be easier to talk through the formation of how a shape or letter is formed with pictorial and colour clues to guide and inform the direction of the movements required.
  • As a child’s fine motor skills develop so the size of the picture/colour clues can be reduced to match their progress.

As a child’s fine motor skills develop it enables them to form smaller more refined versions of the letters and this is when it is more appropriate to use lined paper.

Transferring their handwriting skills from worksheets to paper 

The aim is to try and move children off the worksheets as soon as possible by encouraging them to transfer their skills to plain or lined paper which is appropriate for their ability. I realise that it is not possible to buy paper with the appropriate line height in all cases, so would recommend creating your own on the computer.

We realise that printing off our worksheets and coloured lined paper can become costly so, here are our recommendations for helping to reduce the costs:

  • Suggestion 1 – Use a colour version of the appropriate worksheet initially and then try printing in grey scale. Children usually make the adjustment to grey scale well once they are used to how the picture clues and colours work. You could also use the grey scale worksheets and colour the start of each row with the appropriate colour.
  • Suggestion 2 – Use a combination of worksheets and lined paper in each handwriting session with a child:
  1. Use the colour worksheet, or a grey scale version, and complete one or two rows.
  2. Then encourage the child to try the same patterns or letters on appropriately lined paper, again try one or two rows only.

 

Hopefully the worksheet will last over a couple of handwriting sessions and you and the child will see an improvement over the time. The sooner they learn to transfer their skills to paper the better.

For different types of pre-handwriting pattern and letter formation paper go to our resources section: http://bit.ly/1PKXB46

Vertical to Horizontal Surfaces for Handwriting

Artist with easel

Young children, due to the stage of their physical development, draw from the shoulder rather than the elbow and wrist using large arm movements. At this stage they often prefer vertical drawing and painting surfaces as it allows a free range of movements. This is often why young children will write on walls, not because they are being naughty but because it just feels comfortable and so more enjoyable.

Drawing and writing on a vertical surface is important at this stage as it helps young children develop the wrist strength and flexibility they will need later on to hold a pencil correctly for handwriting.

The jump from a vertical to a horizontal writing surface can seem too great for some children; due to their stage of development. These children may benefit from the paper being positioned on a sloped board.

If you are not sure whether a child needs a sloped board for handwriting, 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; 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, the child prefers.

A homemade sloped board is just as effective as a bought one. Often a child only requires one for a short amount of time and quickly moves to writing on a horizontal surface. For a few children a sloped surface may be required for a few years, or indefinitely, in which case a purpose bought sloped writing board is a sounder investment.

Why Listening Skills are Important in Learning to Handwrite

Listening Games Scanning

A child with poor listening skills will find it difficult to complete tasks especially complex ones such as learning to handwrite. This is because they have not taken in all the information and so not understood the full extent of the task, or what was required of them. This can lead to a child flitting from one activity to another and never finishing anything, slowing down their learning. They also miss out on the sense of achievement and feeling of pride when a task is completed. This helps to build a child’s confidence, self-esteem and self-motivation to try again or attempt a more challenging task.

Listening is a complicated skill that requires children to learn how to pay attention – being able to focus on a particular voice or sound by filtering out other voices and ambient noises. They then have to concentrate on the voice or sounds to take in the information, building the stamina needed to listen for extended periods of time. Then they have to interpret that information to gain meaning – comprehension.

Listening is not a set of behaviours but a set of skills that need to be taught and developed, starting from birth.

For many children good listening skills do not develop naturally, they have to be taught!

Great Summer Fun Listening Games

These games are designed to help a child learn how to block out ambient noises so that they focus and concentrate on one particular sound.

Sound Scanning Games

The idea is to identify and talk about different sounds in different locations; in the park or at home in different rooms. Ask the child to listen for a moment (timed activity 30 seconds to start with then increase) and to pick out different sounds they can hear. Some will be close and easier to identify, other sounds may be further away and require more focused concentration to work out what they may be.

  • Sound Scanning Questions to help:
      • What can you hear that is far away?
      • What can you hear that is close by?
      • What can you hear that is loud?
      • What can you hear that is quiet?
      • What can you hear that makes a high pitched sound?
      • What can you hear that makes a low pitched sound?
      • What can you hear that sounds big?
      • What can you hear that sounds small?
  • Listening Walk Activities- You could record some of the sounds heard and talked about on the walk. Try changing the ‘What can you …?’ questions to ‘What did you…?’ Depending on your child’s age they may be able to draw a sound scape picture showing all the things they heard on the walk.
  • Where is the Sound? – The aim of the game is find out where the sound is coming from. Start by using something that makes a good clear sound. Ask your child to cover their eyes (can use a blindfold) and have them sit or stand in the middle of the room. Move around the room, starting not too far away from them and make the sound. Pause between each sound to give your child time to settle and focus on it before you make the next sound. Try to keep an even, slow pace. The aim is for your child to point in the direction they believe the sound is coming from. Gradually move further away, maintaining the same sound level. Swap places with your child, so you have to guess where the sound is coming from.

To make it more challenging:

  • Change the volume of the noise.
  • Change the object that is making the noise.
  • Change the speed (rhythm), as well as the location, at which the sounds are made.

Have Fun!

School Reports – Handwriting Improvements Needed!

So the school report has been received and you have been told that your child needs to improve their handwriting.

CC z Cloud

This is all well and good, but what needs practicing?

What are they finding difficult and how on earth do you write a continuous cursive z?

 

So you eventually get some handwriting practice sheets home or off the web. But no amount of time spent doing them seems to make much difference. It seemed to take longer to get them started than they spent practising handwriting. In fact they seemed worse because they were unhappy and frustrated with their own progress, so the more you try to push them the more resistant they become. Eventually you think there has to be a better way than this?

Doing more of what you are already struggling with is not always the answer. Handwriting is a complex skill to learn, so here is a checklist to help you:

Check their:

Supporting your child’s handwriting development can be fun using physical games and activities. To check if your child needs extra physical strength support or has other specific learning needs check out these areas of our website:

Check their:

  • Physical Strengths, Skills and Dexterity (Assessment): ly/1Aibiie
  • Specific Handwriting Difficulties : ly/1CyFA7k
  • Other Barriers to Learning: ly/1fLavUz

With the summer holidays coming up it is a great time for you to be able to observe and assess your child’s key physical strengths and skills. Armed with this knowledge you can play games and do activities which then help them to develop the strengths and skills which may be holding them back and making handwriting a difficult task to master.

Identifying Poor Eye Tracking and Spatial Awareness Skills in Handwriting

Eyes

Eye tracking and 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.

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:

 

Book an Eye Test

Optition

Children will often be unaware that what they see and experience may be different to what we or their friends are seeing. As parents it can be a real shock when your child says “isn’t that what you see?”, as unless the difference is extreme and has an obvious impact on them we can think everything is ok.

Visual difficulties not only affect a child’s ability to read but also their handwriting skills.

If you are not sure about your child’s vision then book an eyesight test, it could be your child is struggling because they need glasses, and they are now cool and don’t carry the stigma they used to.

For more Information check out our Eye Test info page:  bit.ly/1zLSfmv

 

Is your child finding it difficult to form their letters correctly?

letter size issues 8725

Our step by step flow chart will guide you through the possible causes. Start from the top and work through each stage, clicking on the boxes to take you to the relevant section of our website. Identify the possible reasons your child is finding it difficult to form their letters correctly and our suggestions on how to help them: http://bit.ly/2GoUBM9

For children to develop a good handwriting style it is important to learn how to form letters correctly to begin with as this makes the transition from single letter formation to joined letter handwriting much easier. This enables them to develop a speedy, fluid and legible handwriting style.

For parents this means finding out from your child’s school which letter font they are teaching so that you can support them more effectively at home. This may mean that you have to learn a new way of writing some letters. This also applies to teachers and teaching assistants. As the adults in the situation we have to accept that it is for us to make the changes. Just because something is different from the way we were taught, or do it, doesn’t mean it is wrong it is just different!

Our letter animations are not just to support children with their learning but also to provide parents and teachers (all adults really) with the knowledge and support to help children develop a consistent handwriting style.

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

pressure issues 8728

Our step by step flow chart will guide you through the possible causes. Start from the top and work through each stage, clicking on the boxes to take you to the relevant section of our website. Identify possible reasons for your child’s reluctance to handwrite or poor handwriting speed and our suggestions on how to help them: http://bit.ly/2K5kO4A

Tips for a Child who Actively Avoids, or is Reluctant, to do Writing or Drawing Activities

  • Best tip – Don’t force them, the more you push the more reluctant they will become.
  • Assess their physical ability.
  • If weaknesses are found play the games that will build the appropriate muscles groups.
  • Develop directional skills and shape formation through activities that don’t require a pencil so that they are still developing their motor memory skills which will help them later on when they do start to draw and write.
  • When ready, try timed drawing and writing activities after your child has had a good run around or physical activity (but not when they are tired).
  • Set up a good writing environment where they are sitting comfortably and without distractions, such as the TV.
  • Correct poor posture and keep the activity short. One minute of happy drawing is better than no minutes.
  • Try a ‘Playtime Drawing /Writing Session’ (see below).
  • End the sessions with a fun activity or treat.
  • This will take time, patience and encouragement, each improvement, no matter how small, needs to be recognised and positively praised.
  • Remember as your child’s skills develop so does their confidence to try, and their self-esteem, as they succeed where once they felt they failed.

How to Organise a Playtime Drawing/Writing Session

  • When ready, try timed drawing or writing activities after your child has had a good run around or other physical activity (but not when they are tired).
  • Set up a good writing environment where they are sitting comfortably and without distraction, such as having the TV on.
  • Correct poor posture and keep the activity short – up to 5 minutes initially. However, one minute of happy drawing/writing is better than no minutes.
  • After the drawing/writing play a non-drawing activity or game with your child. Make this break between 3 and 5 minutes long, ensuring your child knows when it will end (use a timer so they can see when they will need to stop)
  • Return to the original drawing/writing activity for up to another 5 minutes.
  • End the sessions with a fun activity or treat.

Tips on Running the Session

  • Start with 2 drawing/writing activities and then slowly increase the drawing/writing time and/or the number of activities and reduce the playtime slot times.
  • You could try to do a couple of these kind of sessions at different times during the day.
  • It may take time for your child to be comfortable with the sessions. You need to show a lot of patience and encouragement, each improvement no matter how small needs to be recognised and positively praised.
  • Remember as your child’s skills develop so does their confidence to try and their self-esteem grows as they succeed where once they felt they failed.

Tips on Sensory – Pressure Related Difficulties

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.

Here are some additional tips to help support a child who is pressing down too hard with their pencil:

  • Focused games and activities can help to develop both the physical strength and sensory perception areas.
  • Make sure pencil grip is not too close to the tip of the pencil (check out our good grip section).
  • Play dough writing – flatten a large piece of play dough/clay on to a desk and using a pencil write or draw onto it. The idea is to create smooth lines, not torn ones, which pressing too hard will create. The advantage of this activity is it gives your child instant feedback on whether they are pressing too hard or not. When a good pressure has been found ask your child to try doing it with their eyes closed and talk through how their body feels when they are using the right amount of pressure.
  • Corrugated card – place some corrugated card under the writing paper – the aim is to try not to flatten the bumps in the card.
  • Tin foil writing board – wrap a piece of card in tin foil and place the paper on top, the aim is to not rip the foil when writing.
  • Carbon copies – use carbon paper to create an extra copy, start with two or three sheets of paper on top of the carbon paper then move to two and then one, so that your child starts developing an understanding of how much pressure is needed for a task and how that feels. Talk through with them how it feels as they need less pressure to create a copy.
  • Pattern work – look at and discuss light and dark line patterns and how to create them. Then using different writing tools ask your child to try and create their own. Talk through how it feels when they are making dark lines compared to faint/pale colour lines using the same pencil or crayon.

Here are some additional tips to help support a child who is Not pressing down hard enough with their pencil:

  • Focused games and activities can help to develop the physical strength and sensory perception areas.
  • Crayon rubbings – Place a piece of paper over the top of the object which is being used for the rubbing and then ask the child to rub the crayon on the paper to get a rubbing print; this will need the child to apply quite a lot of pressure. When a good pressure has been found ask your child to try doing it with their eyes closed and talk through how their body feels when they are using the right amount of pressure.
  • Wax drawings – rub a wax crayon all over a piece of paper then turn it over on to a plain piece of paper. Draw on the back of the wax crayoned paper and when finished lift and see another copy of the picture. The greater the pressure the more complete the hidden picture will appear.
  • Carbon copies – use carbon paper to create an extra copy, start with one sheet of paper on top of the carbon paper then move to two so that your child starts to develop an understanding of how much pressure is needed for a task and how that feels.
  • Use a softer pencil such as a B6 or B4 and slowly change the pencils so that they work up to a HB. Each pencil change will mean they have to exert a little more pressure to create the same line mark. B marked pencils are softer than H.
  • Pattern work – look at and discuss light and dark line patterns and how to create them. Then using different writing tools ask your child to try and create their own. Talk through how it feels when they are making dark lines compared to faint/pale colour lines using the same pencil or crayon.

Is Poor Body Posture or Pencil Grip Holding your Child Back?

Boy writng head leaning on hand

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 the reason for a child to struggle with longer handwriting tasks.

Our step by step flow chart will guide you through the possible causes. Start from the top and work through each stage, clicking on the boxes to take you to the relevant section of our website. Identify possible reasons for your child’s poor body posture or pencil grip and our suggestions on how to help them: http://bit.ly/2JJpvRq

Why it is important to correct a poor body posture and/or pencil grip?

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.

Children with a poor pencil grip can find forming letters difficult and their handwriting can be slow or uncomfortable. We often talk about the most appropriate grip for handwriting being the tripod grip (if developmentally appropriate bit.ly/1s7XjNP); but this usually only refers to finger position. It is easy to forget the importance of the actual hand position in relation to the pencil 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 (this is roughly at 45 degrees to the table edge if the paper is tilted correctly: bit.ly/1GsZVJ6).

Some children will hold the pencil in a tripod grip but develop a hooked hand position (more commonly seen with left handed writers) 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 better.

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 your child’s overall learning experience.