Compiled by Shaye Fonseca, Senior OT at Skillbuilders Therapy for Children. July 2024.
Handwriting is a multifaceted skill that extends beyond merely holding a pencil and forming letters. It involves mechanical proficiency (pencil grasp, control), visual-perceptual and motor skills (letter formations, spatial organisation on the page), literacy skills (spelling, phonemic awareness, sentence structure), and higher-order executive functions (remembering the sentence, self-monitoring and editing, cognitive flexibility, sustained attention). Finally, it requires an academic understanding of the topic.
✍ Challenges with Handwriting
Despite remediation and working closely with therapists being the primary steps, some children struggle significantly with handwriting. Early implementation of accommodations such as speech-to-text or typing might hinder progress, particularly in spelling. However, accommodations can be highly beneficial for children who face the following issues:
💨 Poor Handwriting Speed: When children can't complete enough work within the given time.
🔍 Poor Legibility: This should be considered if the child is diagnosed with motor-based dysgraphia and is past grade 3, as natural progression can occur until this point. Sometimes, using these tools as aids rather than complete replacements can be effective. For instance, a child might use typing or speech-to-text to complete a task before copying it onto paper, thus reducing cognitive load while still practicing handwriting.
👉 Physical Disabilities: Such as cerebral palsy.
🤓 Visual Impairments: Which can significantly affect writing abilities.
🧠 ADHD or Dyslexia: Where there is a lack of engagement in written work.
🤳 Helpful Apps
For those who need accommodations, the following apps can be useful:
SnapType
Easi Spelling
References
Adams, Jennifer. "The effectiveness of using speech-to-text technology to support writing of students with learning disabilities." https://lnkd.in/gTfiT2Gf
Berninger, V. W., Nielsen, K. H., Abbott, R. D., Wijsman, E., & Raskind, W. (2008). Writing problems in developmental dyslexia: Under-recognized and under-treated. Journal of School Psychology, 46(1), 1-21.
Hale, J. B., & Fiorello, C. A. (2004). School neuropsychology: A practitioner's handbook. Guilford Press.
Mayes, S. D., & Calhoun, S. L. (2006). Frequency of reading, math, and writing disabilities in children with clinical disorders. Learning and Individual Differences, 16(2), 145-157.
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