OT Corner: Handwriting
By Amy Wagenfeld, Ph.D, OTR/L
Originally printed in September, 2005

Having talked about prewriting last month, it seems a logical 
transition to continue with a discussion about the hierarchically, 
more developmentally mature realm of handwriting.  Good handwriting 
skills are supported by good prewriting skills, which of course are 
globally influenced by good fine-motor skills.  In essence, handwriting 
and fine-motor skills, as well as visual perceptual and sensory skills, 
which we will get to in a moment are all interconnected.  A good 
balance of all of the above contributes to the skill of handwriting.

Let’s take a look at how each of the skill areas influences handwriting, 
starting with fine-motor skills.  As we talked about in terms of prewriting, 
the ability to grasp, release, and manipulate a variety of objects within 
the hand are essential to being able to successfully grasp a pencil and 
adjust the position of the hand while writing.  Take a look at your hand 
the next time you write something.  Each letter or number formation 
requires a slightly different hand position, which for the majority of 
us, and because of intact motor-planning skills, is done without any 
conscious thought.  So too, our motor skills help us to hold the writing 
implement and adjust our hand position according to what letter is being 
formed, as well as its place on the paper.  Motor-planning helps to keep 
things rolling right along.  A note: a column on motor-planning is in the 
works!

Sensory skills next.  Proprioception helps to adjust the amount of pressure 
being put on the writing implement, our tactile senses allow us to hold 
the writing tool comfortably, to be aware of the writing surface, and if 
all is well, not to be bothered by the texture of the paper, or if finger 
painting, to be able to comfortably work with the painting materials.

Visual perception is a critical part of handwriting.  Being able to scan 
from left to right is necessary to write words, and also to read English.  
Understanding where the letters are to be placed on the line and in 
relationship to each other is another important part of the handwriting 
process.  Having the ability to visually remember what a letter looks 
like is also very important.  Another component of visual perception that 
applies to handwriting is directionality, knowing that manuscript letters 
are formed from top to bottom (with most handwriting programs taught in 
the schools), and in a left-to-right orientation, while lower case cursive 
letters are frequently formed from the bottom.

When we stop to think about it, the process of handwriting is really quite 
complex.  With the incredible advancement of technology, less and less 
emphasis is being placed on handwriting, which I do not really favor.  
Children do need formal instruction in both manuscript and cursive writing, 
and need to develop these skills to the best of their ability.

How is handwriting taught?  Many school districts have a set handwriting 
curriculum, with instruction in manuscript writing beginning as early as 
kindergarten, but more frequently in first grade.  Cursive writing is often 
introduced in third grade.  Both educators and occupational therapists have 
devised handwriting programs, and what generally sets the two apart is that 
the OT programs tend to be more sensory-based than do programs such as the 
Palmar Method or the Zaner Bloser system.

I am surmising that some of you are waiting to hear about pencil grips- so 
here goes.  One of the reasons I dislike early exposure to pencils, markers, 
and the like is that sometimes little ones can develop less than optimal 
grasps very early on.  Beginning at about 3 ½-years of age, handwriting 
norms suggest that the typical grasp pattern is what is called a static 
tripod grasp (the hand position looks pretty much like a ‘grown up’ position, 
the difference is that the movement is derived from the shoulder, rather 
than the hand itself).  Prior to 3 ½-years of age, focusing on grasp and 
release and just fun hand games is pretty important to ready the child to 
move towards a static tripod grasp.

Sure, some 5-year olds won’t be holding a pencil correctly, and frankly, 
many adults do not either.  My suggestion is, if you have any concerns, 
mention it to your childrens’ teachers and see what he or she thinks.  
Sometimes, a quick fix, like use of a nifty pencil gripper, is all that 
is needed for a while.  Sometimes it is very difficult to correct learned 
patterns, so early detection is good to do.

If you have any lingering questions about handwriting, its componential 
parts and grasps patterns, do speak with your childrens’ teachers, and if 
possible, the district’s occupational therapist.