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.

Easter Egg Hunt to Help Teach Handwriting

Easter egg Hunt

The Easter Holidays will soon be upon us, so here are some fun activities to keep children of all ages entertained whether we have rain or sunshine.

An Easter egg, or treasure, hunt is a great way to teach children directional language. Being able to understand directional and placement (prepositions) vocabulary is important for understanding everyday instructions such as ‘put your cup on the table’; ‘go along the hall and stop at the door in front of you’.

We also use this directional language to explain how to draw patterns and write letters, which is another reason why it is important for young children to be introduced to, and have a good understanding of, this kind of vocabulary.

Through Easter egg, or treasure, hunts you can introduce new directional and placement language in a fun and exciting way. There are a number of different ways to approach this:

  • You can give verbal instructions to the hidden egg/treasure.
  • You could create a map for them to follow and ask them to talk you through the map, supporting them with new language as necessary.
  • You could use a mixture of verbal and map clues.
  • For older children get them to hide the egg/treasure and give you instructions, or draw a map.
  • If you have more than one egg/treasure and they are of different sizes make the larger ones more difficult to find.

The important thing is the language shared. Words and phrases to use are: left, right, straight on, forward, backwards, about turn, turn around, up, down, higher, lower, stop, next to, in front, beside, underneath, on top of, behind, on the left of, on the right of, outside, and inside.

Easter egg, or treasure, hunts are a great whole family activity and you are never too young or too old to join in!

Did you miss out on the National Handwriting Day opportunity?

Joins syle sentences

The 23rd January was National Handwriting Day. Looking at our web site visitor numbers and quantity of social media posts there doesn’t seem to have been much support for the day. What a difference to World Book Day!

Was it because we don’t think we can make handwriting exciting and fun? Was it because children, and ourselves for that matter, don’t see the point in handwriting as most communication now involves touching a screen?

Did you know handwriting allows children to do so much more than just record information with paper and pen?

Gentry & Graham (2010) explain in their white paper how handwriting impacts on other important learning processes such as storage and retrieval of information to and from the memory, as well as reinforcing the link between letters and sounds (phonics). The learning of the letters of the alphabet is done through a visual system in the brain which aids letter recognition, the most reliable predictor of future reading success.

Neurological research (Karin James, 2012) has found that young children who learn their letters through visual practice, typing or hearing alone do not show the same benefits in pre-reading skills as those who have handwritten the single letter forms.

Therefore, developing handwriting skills is a key part of learning to read as it helps a child to understand that letters stand for sounds and that sounds are put together to make words. Learning to write letters is an important part of this understanding.

Research has found that those children without an automotive recall (instant, subconscious) of the letter shapes and their formation have their composition restricted (Gathercole, Pickering, Knight & Stegmann 2004, cited Medwell et al. 2007).

There are lots of ways of supporting handwriting, not all of them linked to pen and paper, and so everyday can be a handwriting day if you and the children believe it is important. You don’t have wait until next year!

Bibliography

Gentry.J.R, Graham.S, Fall 2010: Creating Better Readers and Writers: The Importance of Direct Systematic Spelling and Handwriting Instruction in Improving Academic Performance. White Paper-Sapertein Associates.

James T, January 2012, http://homepages.indiana.edu/web/page/normal/20986.html

Medwell. J, Wary. D: Handwriting: what do we know and what do we need to know, Literacy Vol. 41, No 1, April 2007.

When to Introduce Joined Handwriting

Cursive igh join tall  CC sat join tall

Here at Teach Handwriting we believe that a child is only ready to start learning to join their handwriting when:

  • They have learnt to form all 26 lower case letters correctly
  • Letters are of a consistent and suitable size (not necessarily the perfect size, remember big is beautiful)
  • Letters are positioned appropriately on the writing line as well as in relation to one another.

Children generally begin to join letters between the ages of 6 to 7 years old, depending on the handwriting font style being taught. Those taught a continuous cursive font style from the beginning tend to join much earlier due to the nature of this font (for some by the end of their Reception Year).

Children do not need to be able to remember how to correctly form all their capital letters before they are taught how to join their letters. This is because capital letters never join to the lower case letters in a word. However, for these children correct capital letter formation needs to be taught alongside the introduction of letter joins.

The ultimate aim is for a child to develop a good handwriting style; which means;

  • They can produce and maintain a good speed
  • Have a fluid hand movement that is comfortable
  • Letters are of a consistent and appropriate size, positioned correctly
  • Handwriting is legible (so others can read it easily).

For some children (mainly SEND pupils) this may mean that they will always print or use a single letter form of writing as learning to join is just not appropriate. But that does not mean they will not comply with the bullet points above.

Which to Teach First: Capital or Lower Case Letters?

Phonics Assessment Pages

Dated 28/09/17

Once your child has mastered pre-handwriting patterns they are ready to start learning how to form letters, numbers and symbols.

But where do you start?

Our personal view would be to focus on Lower Case letters.

Why?

  • One reason being that about 95% of what children write, and are exposed to, is in a Lower Case form and only 5% in Capital.
  • Lower Case letters are far less complicated, requiring fewer pencil lifts to complete the letters.
  • As both Lower Case and Capital letters require a child to form curved lines, a skill which most children have to practise, writing lower case letters is no more difficult than writing capitals.
  • In a young child’s writing all the letters are initially the same size, whether they are Capitals or Lower Case; it is part of the normal developmental path of handwriting. So the view that teaching Capitals letters is easier because they are bigger is not true.
  • Young children who have learnt mostly Capital letters first find it difficult to stop, as it is so ingrained into the memory, often using them half way through words and sentences. Even when they are older this inappropriate use of Capitals creeps back into their work especially if they are tired or concentrating hard on composing their work.

Your child’s first major achievement, in their eyes, is to write their name. So, although concentrating on Lower Case letters, teach them how to form the Capital letter of their name to get them excited about handwriting.

As they master the Lower Case letters introduce the remainder of the Capital letters. It is important that both are taught so that your child can develop a speedy, fluid and legible handwriting style.

Free Letter Formation Animations & Worksheets: http://bit.ly/1dqBYFm