Handwriting Instruction: Key to the future or Subject of the Past

Handwriting Instruction:Key to the futureor Subject of the PastTara Kulak OTR/LOTD ProgramChatham University

Welcome and thank you for joining me today, as most of you know my name is Tara Kulak and I am one of the district occupational therapists. Before I begin this presentation, I wanted to tell you a little bit about myself. I have been practicing in the field of OT for almost 13 years with the majority of my experience being in pediatrics. My pediatric experience is vast and stems across many areas of the pediatric practice including NICU, outpatient, inpatient, home-health, private practice and school-based setting. I currently work at John G. Leach School 3 days a week in the preschool and elementary classrooms and Castle Hills Elementary School the other 2 days. Now that you know a little bit more about me and my career, I want to introduce you to my presentation. One of the main referrals occupational therapists get in the school is related to handwriting. Therefore my presentation (title) looks at handwriting instruction, how important consistency is in instruction, the roles of a teacher and an occupational therapist, how to fit handwriting instruction in the preschool classroom and an overview of Handwriting Without Tears which is our district handwriting curriculum.1Learning ObjectivesParticipants will:Gain knowledge about the importance of consistent handwriting instruction.Gain knowledge about handwriting and the skills needed in successful development of handwriting.Understand the role handwriting plays in acquisition of further academic skills.Understand and compare the roles of the teacher and occupational therapist in handwriting instruction.Review Handwriting Without Tears handwriting curriculum and how it supports development of handwriting skills.Assess current knowledge of handwriting instruction and new information gained from presentation.

After completion of this presentation, participants will: (state learning objectives)2Handwriting FactsHandwriting is an essential skill.30-60% of academic day in elementary school is spent on fine motor activities including handwriting.85 % of all fine motor time in 2nd,4th & 6th grade classrooms was spent on paper and pencil activities.42% of kindergartners fine motor time is spent on paper and pencil activities.37% of preschool students day is spent on FM activities with only 10% spent on paper/pencil.(McHale & Cermak, 1992) (Marr, Cermak, Cohn & Henderson, 2003)

Handwriting is an essential skill. Despite the ever-growing world of technology, handwriting continues to be an integral part of our everyday lives used to complete tasks like taking phone messages, signing our name to important documents, and writing to our families. The task of writing is not lost on our children either. Children spend a majority of their days using handwriting skills. Research has shown that thirty to sixty percent of a childs time in school is spent in fine motor activities, with writing as the predominant task. (point 3- 85%) Kindergarten students spend up to 46% of their day completing fine motor activities, of which 42% are paper-and-pencil tasks. By contrast, preschool students spend an average of 37% of their school day engaged in fine motor activities, of which only 10% are paper-and-pencil tasks. 3Handwriting Facts10-30% of elementary school students struggle with handwriting (Karlsdottir & Stephansson, 2002 as cited in Feder & Majnemer, 2007)Poor handwriting can lead to decreased academic success and low self esteem (Feder & Majnemer, 2007)98% of occupational therapy referrals in the school are related to student difficulties with handwriting. (Tait, 1998 as cited in Marr & Dimeo, 2006)

As I researched the topic of handwriting it was amazing to see some of the facts regarding handwriting skills especially within the elementary school population. (Point 1) Studies have shown that Research literature extensively documents the consequences of poor handwriting on academic performance. Poor handwriting skills can lead to avoidance in writing which can lead to arrested writing development as well a secondary effects on academic success and self-esteem. As a result of these handwriting difficulties, more children are being referred for occupational therapy services in the school. (Point 3).4Handwriting in the ClassroomTeachers do not feel adequately prepared for handwriting instruction in the classroom. (Graham et al., 2008)Handwriting instruction in the classroom is often overlooked to focus on other areas of the curriculum (Cahill, 2009) Handwriting instruction in the classroom is important for student success (Cahill, 2009; Daly et al., 2003; Edwards, 2003; MacKay et al., 2010; McHale & Cermak, 1992; Olsen, 2008; and Schneck & Amundson, 2010)

As we look at the research behind handwriting in the classroom there are some very strong and important themes that have evolved. A study completed by Graham and colleagues (2008) surveyed teachers and found that only 12% felt that the education they received in college adequately prepared them to teach handwriting. This study also emphasized how teachers overwhelmingly responded that handwriting should be a separate subject. Handwriting instruction is necessary and should be part of the reqular class schedule. However as found by Cahill (2009) handwriting instruction in the classroom is often overlooked to focus on other areas of the curriculum. Despite these findings, it is important to note that many studies as listed in the final bullet emphasize the fact that handwriting instruction in the classroom is important for student success. 5Expectations and Skill Acquisition of HandwritingExpectations of pre-k & kindergarten students has increased.Important for teachers to give students opportunities to acquire prerequisite skills for writing.Lack of automaticity will slow down a students ability to generate writings.

Over the years there have been many changes in pre-k and kindergarten classrooms and the expectations placed on these students has greatly risen and increased. The focus on reading and writing in the early childhood years has moved pre-k and kindergarten students to early involvement in journals and draft books, with many students engaged in these experiences from the very beginning of the school year. It has become apparent that letter formation can either hinder or help the writing process. It is imperative that teachers use every opportunity to assist students in acquiring the prerequisite skills for writing such as the ability to cross midline, use two hands, understand directional terms, recognize similarities and differences in forms, hand dominance, functional pencil grasp and ability to copy lines and shapes. Without these skills, there cannot be the automaticity when students begin to write. This lack of automaticity will slow down a students ability to generate writing. 6Role of Teacher and OTTeacherFacilitator of Daily Handwriting InstructionExpert in Student PerformanceCollaborator with OT if problems ariseOccupational TherapistSupport to students in the classroomExpert on skills needed for acquisition of handwriting skillsCollaborator with Teacher

The question often arises as to who is responsible for handwriting instruction? As we have already learned it is important for students to receive daily handwriting instruction. Therefore it is important for the teachers to facilitate this daily instruction. Also the teacher takes on the role of expert in the area of student performance, they are the ones that are with the student every day and truly can give an accurate picture of the skills that students have acquired. The last role of the teacher as it relates to handwriting instruction is if a student exhibits difficulties in handwriting and requires an occupational therapy referral, then the teacher works as a collaborator with the occupational therapist. Most often the occupational therapist does not enter the picture unless there is an identified problem. When this problem is identified the therapist acts as a support to the student in the classroom providing strategies, accomodations and supports to allow for successful performance in their academic program. The training the occupational therapist receives makes her the expert in the skills needed for acquisition of handwriting skills. The final role is that of collaborator, it is essential for the OT to collaborate with the teacher to provide activities and strategies related to the difficulties identified with the skills needed for handwriting to allow the student to participate within the context of the classroom. Teamwork is an integral process of handwriting instruction. 7Overview of HWTMulti-sensory handwriting programCreated by Jan Olsen, occupational therapist.HWT curriculum draws from years of research to provide developmentally appropriate, multisensory tools ands strategies for the classrooms to utilize (Lust & Donica, 2011; Marr & Dimeo, 2006; and Olsen, 2008) Handwriting Without Tears is suitable for children of all abilities and learning styles, and the incorporation of manipulatives, instructional exercises, and workbook format ensures success for all children (Olsen, 2008, p. 6) HWT teaches the easiest skills first and then builds on what the children have learned. Such instruction helps children develop good consistent habits for size, letter formation, and letter placement. Thus, they will master handwriting more quickly (Olsen, 2008, p. 5).Explore website of Handwriting without Tears: www.hwtears.com

Now that we have learned some facts about handwriting and the importance of consistent instruction, I will now complete a brief overview of our district handwriting curriculum, Handwriting Without Tears. Handwriting Without Tears is a multi-sensory handwriting program created by Jan Olsen. In 1977, Jan Olsen set out on a mission to help her son, John. Responding to his tears over handwriting in first grade, Jan used her occupational therapy training and background to develop strategies to facilitate his handwriting.Johns teacher noticed his progress and asked Jan to help other students in the class. Soon Jan became known in the area as the tutoring solution for handwriting, and her ideas became the basis for the first therapists guide, Handwriting Without Tears.Thirty years later, the HWT product line has grown to include workbooks and teachers guides from preschool to kindergarten through fifth grade: hands-on materials, music, assessments, and more than 600 annual workshops to train educators throughout the world in the HWT teaching methods.The curriculum is noted to draw from years of research to provide developmentally appropriate, multisensory tools and strategies for the classrooms to utilize. As Olsen (2008) mentions, HWT is suitable for children of all abilities and learning styles and the incorporation of manipulatives, instructional exercises, and workbook format ensures success for all children.Olsen (2008) also discusses how HWT teaches the easiest skills first and then builds on what the children have learned. Such instruction helps children develop good consistent habits for size, letter formation, and letter placement. Thus, they will master handwriting more quickly.

8Handwriting in the Preschool ClassroomGet Set For SchoolInformal readiness handwriting programEmphasizes readiness skills to prepare for formal handwriting instruction.Helps get preschool students ready for kindergarten.Helps develop:Language proficiencySocial skillsFine and gross motor controlColor and shape awarenessLetter & number recognitionCounting

The preschool curriculum for HWT is the Get Set for School curriculum. This curriculum is not about formal handwriting instruction. Preschoolers imply are not ready for either formal paper-pencil lessons or for kindergarten style worksheets. Preschoolers need an informal readiness program that suits their developmental needs and abilities. The informal handwriting program prepares children to hold a crayon, color and draw, and imitate capital letters and numbers. Beginning writing skills prepare a child to do well in a formal handwriting program. It is important for young children to participate in a readiness program as the activities promote effective learning. Readiness activities appeal to the childrens varied learning styles. The hands-on letter play also offers social and motor skills benefits. The prepares children for formal handwriting instruction. Formal instruction should not begin until children can demonstrate hand dominance, knowledge of simple size and shape concepts, ability to hold a crayon, satisfactory level of attention, cognitive skills and cooperation, and imitation of a vertical line, horizontal line, circle and cross. The GSS program prepares students for kindergarten and helps develop (last bullet).9Essential ComponentsTime ManagementBuildingMusic, Circle Time and FingerplaysPlaying with DoughDrawing & PaintingColor and ColoringGet Set for School Workbook

The GSS program fits easily into the daily preschool routine. The essential components include time management, building (bullet points). Handwriting instruction should take no more than 10-15 minutes per day including lesson and practice time. Allow time for review and mastery before moving to the next lesson. Many of the core concepts used in the preschool classroom can be addressed using the multi-sensory media of this program. A child can use the wood pieces to tap into the world of imagination and self-directed play by building shapes and capital letters. You can engage in social skills by singing songs during circle time. The possibilities are endless of how the GSS program can be incorporated into the preschool classroom.

10Get Set for School Workbooks

Large step-by-step models easy to teach and finger trace

Page design is lefty friendly with multiple models

Black/white pages with left-to-right illustrations avoid confusion

Emphasizes developing those foundational skills needed for formal handwriting instruction.

This workbook is for preschool students or those working at that level. Lessons incorporate preschool concepts and emphasize the foundational skills like concept of size, prewriting strokes, hand dominance, and the ability to hold the writing utensil. The activities form good handwriting habits and lay the foundation for the development of strong writers.It contains large step-by-step models for formations are easy to teach and finger trace.It has a page design that is lefty friendly with multiple models. There are simple black and white pages with left-to-right illustrations avoid confusion. Overall emphasizes the development of foundational skills needed for formal handwriting instruction.11Mat Man & Wood PiecesLetter Building Kit- Wood PiecesBig linesBig curvesLittle linesLittle curves Letter cards Blue mat Mat ManTeaches body awareness Develops counting skills Develops drawing skills Promotes social skills

Pre-writing instruction and practice can be made easy by using the letter building kit. Children easily learn capital letter formation as they imitate the teacher piece by piece. Reinforcement of size, shape and position words and concepts is made possible. The activity of building Capitals on the Letter Cards and Mat helps students master top-to-bottom formation habits and capital letters.Mat man is a very simple man, made of Wood Pieces and a blue Mat. Building him helps children learn spatial and drawing concepts. He gives them a sense of body part placement so they can draw him and other people. It is just another fun way to learn.12Music, Circle Time & FingerplaysCD that incorporates concepts of preschool programHelps engage childrenUnlocks languageProvides motor component

Fun, upbeat CD that teaches the preschool concepts of the readiness program (start your letters from the top, teaching directionality, teaches shapes, etc.). It also helps engage children in social play, one of the songs is called Shake Hands with a Friend, this song encourages socialization and acceptance in the classroom. There are songs for starting, saying good-bye and picking up toys. Children love to participate and play simple instruments. It also serves as a way to unlock language as some children use music to help develop these language skills. Each of the songs requires some kind of movement allow for a motor component to be introduced. 13Roll A DoughHelps develop small muscles in the hands.Feel & see size and shape differences.Children enjoy playing with the dough.

Children like to play with dough. All that pinching, squeezing, rolling, and pressing helps develop small muscles in their hands. The feel and see size and shape differences. Another way preschool concepts are incorporated within this program.14Colors and ColoringHelp recognize colorsNaturally promote a good grip and finger strength.Delight children and encourage them to move their fingers to flip the crayon to a new color.

Children can use the flip crayons to find, match and name the colors of the crayons. The small bits of the crayon can naturally promote a good grip and finger strength. The Flip crayons delight children and encourage them to move their fingers to flip the crayon to a new color.15Online ToolsLink to access online tools- http://www.hwtears.com/hwt/online-toolsDigital Teaching ToolsScreener of Handwriting ProficiencyA+ Worksheet Maker LiteA Click Away- ExpandedVideo LibraryClassroom DownloadsOnline Seminars

Handwriting Without Tears offers an array of resources to support your teaching and help students succeed.16Handwriting Web Sources & VideosCheck Readiness Pre-writing and writing readiness assessment:http://www.hwtears.com/files/pre-kassessment/Check_Readiness_Assessments_WB.pdf Check Readiness Classroom Observation Checklist: http://www.hwtears.com/files/pre-kassessment/Readiness_checklist_AK_Dec30.pdf Video using Wood Pieces:http://www.youtube.com/watch?feature=player_detailpage&v=lxE2b2lrBfQ Overview Video of Get Set for Schoolhttp://www.youtube.com/watch?feature=player_detailpage&v=QsRUkNN_IWs

The following slide provides you with examples of the many resources found on the Handwriting without Tears Website.17What have you learned?What percentage of time is taken up by fine motor activities in the preschool classroom?True or False- Handwriting difficulties is the most common reason for occupational therapy referral in the school setting.How much time should be spent on handwriting instruction in the classroom?Name 3 roles the teacher and occupational therapist play in handwriting instruction.Who created the Handwriting Without Tears curriculum?Name 3 types of media that can be used to teach the readiness skills needed for formal handwriting instruction using the Get Set for School Program.

Please take a piece of paper that is on the table and number it 1-6. We will know take a little quiz to see how much you have learned based on this presentation. (Questions).18ConclusionHandwriting is still an important aspect of our lives.Studies support that handwriting practice is beneficial to developing overall handwriting skills.Handwriting practice can be supported through daily practice in the classroom.Important to incorporate handwriting into curriculum to allow for adequate acquisition of handwriting skills.The key to success is building a strong foundation through the use of a readiness program

To wrap-up my presentation, I would just like to emphasize a few key points.19Survey

Thank you for participating in my presentation today, I really hope that you enjoyed it!! Please take a moment to fill out the survey that is on your tables. Again thank you and have a great rest of your day!!20ReferencesCahill, S.M. (2009). Where does handwriting fit in? : Strategies to support academic achievement. Intervention in School and Clinic, 44(4), 223-228.

Daly, C.J., Kelley, G.T., & Krauss, A. (2003). Relationship between visual-motor integration and handwriting skills of children in kindergarten: A modified replication study. The American Journal of Occupational Therapy, 57(4), 459-462.

Edwards, L. (2003). Writing instruction in kindergarten: Examining an emerging area of Research for children with writing and reading difficulties. Journal of Learning Disabilities, 36(2), 136-148.

Feder, K.P., & Majnemer, A. (2007). Handwriting development, competency, and intervention. Developmental Medicine & Child Neurology, 49, 312-317.

Graham, S., Harris, K. R., Mason, L., Fink-Chorzempa, B., Moran, S., & Saddler, B. (2008). How do primary grade teachers teach handwriting? A national survey. Reading and Writing: An Interdisciplinary Journal, 21, 49-69. doi: 10.1007/s11145-007-9064-z

21ReferencesLust, C., & Donica, D. (2011). Effectiveness of a handwriting readiness program in head start: A two-group controlled trial. The American Journal of Occupational Therapy, 65(5), 560-568.

Mackay, N., McCluskey, A., & Mayes, R. (2010). The log handwritingprogram improved childrens writing legibility: A pretest-posttest study. The American Journal of Occupational Therapy, 64, 30-36.

Marr, D., Cermack, S.A., Cohn, E.S., & Henderson, A. (2003). Fine motor activities in head start and kindergarten classrooms. American Journal of Occupational Therapy, 57, 550-557.

Marr, D., & Dimeo, S.B. (2006). Outcomes associated with a summer handwriting course for elementary students. American Journal of Occupational Therapy, 60 (1), 10-15.

McHale, K., & Cermak, S. (1992). Fine motor activities in elementary school: Preliminary findings and provisional implications for children with fine motor problems. American Journal of Occupational Therapy, 46, 898-903.

22ReferencesOlsen, J.Z. (2008). Handwriting Without Tears Research Review. Handwriting Without Tears. Retrieved January 28, 2013, from http://www.hwtears.com/hwt/why-it-works/research

Olsen, J.Z. & Knapton, E.F. (2008). Handwriting without tears: Pre-K teachers guide. Cabin John, MD: Handwriting Without Tears.

Roth, K. & Guinee, K. (2011). Ten minutes a day: The impact of interactive writing instruction on first graders independent writing. Journal of Early Childhood Literacy, 11(3), 331-361.

Schneck, C. & Amundson, S. (2010). Prewriting and handwriting skills. In J. Case-Smith & J. C. OBrien (Eds.), Occupational therapy for children (6thed., pp. 555-580). Maryland Heights, MO: Mosby Elsevier.

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