OCCUPATIONAL THERAPY
Handy Hints for Handwriting
Sitting Position
Before doing all table top activities ensure a good sitting position Le.
• Facing the table with chair pulled in
• Both feet on the floor
• Well balanced
• Table height - ideally at elbow height when child is seated
• Ensure body is upright but tilted slightly forward
• Forearm resting on the table and parallel to the floor
• Ensure the child is comfortable!
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Left handed children should sit to the left of right handed children, so that they don't knock
elbows when writing. .
Your child should have a good light in order to see what he/she is doing. Check that your
child is not having difficulty with seeing and hearing as this will effect hislher ability to
distinguish shapes afld sounds of letters which in turn will affect his/her recording in the
written form.
Position of Paper
The paper should be pn the same side of the body as the writing hand and at an angle
similar to the angle of your writing arm (see diagram below). Initially masking tape can be
used to secure the paper in the correct position, and then withdrawn.
• AJways encourage the child to hold the paper with their non writing hand
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Pen Grip
It is important to encourage/aim for a correct (dynamic tripod) pen grip because it
encourages better flow, control, legibility and speed for the future. (Don't force a correct
grip, work towards it). The dynamic tripod grip is a triangular grip where the pencil rests
on the middle finger and the first finger and thumb make the other two sides of the triangle
(see diagram). It is a dynamic grip in that your child can move and adjust their hand when
writing. For greater control children should practise squeezing their fingers in and
stretching them out whilst holding a pencil with this grip. Ensure your child does not hold
the pen too tightly. If tension is noted check seating position. However if your child finds
this genuinely uncomfortable or has developed an alternative and finds it difficult to
change, then this must be accepted.
Exercises to develop good grips include (i) picking up small marbles and dried peas with
the thumb and first finger, and the thumb and first and second fingers can be used.
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A variety of pen grips can be tried from triangular grips to a simple elastic band wrapped
around the pen.
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Mature Tripod Grip
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Pencil Grip Tension
Watch your child to see jf there is any tension in their hands, arms or neck. If tension is
noted, check their sitting position. Stop writing, have a break, make arms and hand go all
floppy, flick hands, shrug shoulders, then start again. Modification of the pen and paper
can sometimes alleviate the tension. The emotional state of the child can be associated
with pencil hold tension, as well as handwriting. Observe the child's writing from day to
day to determine whether the tension varies with the child's emotional state. An
improvement in the child's self concept can often be reflected in improved handwriting. It
is therefore always important to praise any good work that the child produces to increase
their self crmfidence.
Type of Pen
Try different pens including biro, ball point, fibre tip, roller ball etc. Try out different
surfaces e.g. one sheet of paper on a hard surface, a thick pad of paper, rough or smooth
paper - which gives the best and neatest for your child? - Which reduces pressure?
Relaxation
Try arm and hand relaxation/warm up exercises.
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Let your child identify what he/she has done best and let himlher tick it. This identifies
and confirms "good work". Encourage them to correct any mistakes.
Cursive - Joined up Writing
Use joined up writing whenever possible, remembering the different types of join e.g.
horizontal, diagonal.
Speed
Keep your writing legible at all times. There is no point "keeping up" if no-one can read
what you have written. Speed will increase gradually in time.
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Writing Pressure
If your child writes too lightly, first check the pen grip that they are using. They may be
assisted by modifying or changing the writing tool i.e. a softer pencil (e.g. 8/28 lead
pencil); thick nib or fibre tip pen may help. Heavy writing is more common and is often
associated with a tense pen hold. A useful exercise is to use carbon paper - (i)
encourage the lighter writer to make a carbon copy. Increase the thickness of the paper
or number of sheets of paper above the carbon paper so that the child has to increase
their pressure to make a copy; (ii) encourage the heavier writer to write without making a
carbon copy. A retractable pencil may be useful if the child is continually breaking the
end of their pencil.
Clarity of Stroke
Lack of definition or evidence of tremor may be as a result of :• The child's lack of confidence, which will improve as the child's general self esteem
improves.
• The child being unsure of letter sound/names and how the letters are formed, or
• a genuine physical problem which causes a hand tremor. Writing with a weighted wrist
band on their writing arm or a weighted pen can assist with a physical tremor.
Sometimes a child may find it easier and neater to write in print rather than joined up
script. Writing with a knitting needle in plasticine, wet corn-flour or clay may improve an
unsteady hand. Alternatively introduction of keyboard skills, to compliment rather than
replace handwriting may be useful, especially if the child is showing distress/frustration
e.g. relating to poor presentation, restriction of expressing their self/their ideas in the
written form.
Lined paper can assist the child in the presentation of their work.
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