Presentation on theme: "Stanley British Primary School Teacher Training Program"— Presentation transcript:
1Stanley British Primary School Teacher Training Program THE BASICSFOR A GOOD HANDWRITING PROGRAMMaria Cecília de Freitas Cardoso Buckley , Ph.D.October 11, 2012
2Why teach handwriting???Students need a legible, fluent style of handwriting to fully participate in writing.Handwriting fluency predicts how much and how well children write.Attention to motor skills strains students’ processing capacity that could be used for higher order skills (keeping up with own thoughts, planning, content generation, revisions…)Overtime children may minimize other writing processes, avoid writing or believe they cannot write.Handwriting accounts for how writing is evaluated.Note taking and adult use are still necessary.
3Many problems can be prevented by early training. Young children in kindergarten and early grades should learn to form letters correctly.Kinesthetic memory is powerful and incorrect habits are very difficult to eradicate
4Goals Automaticity Speed and rhythmicity -> Higher order skills No need to use working memory to “draw” the letters..Speed and rhythmicity -> Higher order skillsFluency of writing; fluency of thoughtsLegibility -> communicationLetter formationLetter spacingLetter alignmentLetter sizeLetter slantWord spacing
6Graphomotor skills They are: They require Complex skills Specific skillsThey requireSkilled coordination
7Foundational Skills Gross Motor Efficacy Fine Motor Stabilization Visual Perception and Visual MemorySpatial Perception and Spatial MemorySequencingFigure GroundEye-Hand CoordinationMotor memorySymbol FormationPerceptual Motor integrationSensory integrationGraphomotor skills (including Memory, Production, Feedback)
8Basic MovementsTop -> down (manuscript: capitals, most lower case letters)Left-> rightCounter clock, starting at 1:00 (all “c” letters)Special “e”“Trace yourself” (parts of letters that go up and down)
10PostureBest posture for handwriting (with feet on the ground or on phone books…)Both elbows on the tableUse of “helping hand” to hold the paperStabilization of paperDistance from eyes to paper (more than 5 inches)
11GripTripod: pencil held between thumb and index finger and resting on other fingersConsistency of gripDistance from finger to point (3/4 to 1 inch)PressureAngle of pencil (45º)Position of wrist (slight extension)Position of thumb (forefinger-thumb opposed)Movement of joints (mostly distal joints)
12“Finger Training” Foundational skills for prevention and remediation - use the fingers (not wrist/hand/arm)Spirals in the air / on the table / on paperFeed the baby birdFlying bird at transitionsPull in - push away on paperSpider on a rodPick up objects with chopsticksFinger aerobicsPick up small objects with fingers and collect them in the hand / throw them away one by one
13Teaching Print Upper case letters Same height Start on the top Easy to recognize and identifyGroups of letters:I, E, F, L, H, TD, B, P, RC, O, G, Q, J, S, UK, M, N, A, V, W, X, Y, ZAs soon as possible write words and sentences. (Work on spacing within words and between words)
14Lower case letters Attention to size and position in space Attention to “regular size”, “tall letters” and “diving letters”Groups of letters:Letters students already know: c, o, s, v, w, x, z“c family” letters: c, a, d, g, q, o“tall letters”: t, l, f, k, h, b“special letters” bumps, curves, dot: m, n, r, i, u, s, e“diving letters”: p, j, y, q
15Teaching Cursive Lower case All letters start on the line All letters are linkedFirst write all the letters, than go back to dot and crossGroups of letters:“c family”: c, a, d, o, g,“i family”: i, t, u, j, y“bump family”: m, n“loop family”: e, l, h, k, f“in and out family” (or little loop family): b, v, w“tricky ones”: r, s, x“divers”: q, z, p
17Upper case Almost all start on the top They are pretty “independent and snobbish” - most do not like to connect with the rest of the word and like to have fancy linesOrder of presentationIt really does not matter at this pointI like to start with the child’s name
20Make it fun !!!!!! -> There are best practices!!! There is no “best” method…-> There are best practices!!!A systematic, progressive, multisensory approach thatUses all 7 senses…Uses verbalization…Uses verbal, visual and kinesthetic feedback..Uses mnemonics…little stories, rhythm, songs…Make it fun !!!!!!
21Best practices… Explain… Demonstrate… Offer opportunity for: observation and imitation (see and do)tracing (with fingers, to get the gestalt for proper movement)copying (always BELOW the sample)writing (no visual cues, may use oral cues)Give opportunity for self evaluation…Give opportunity for guided, supervised learning experience…Make handwriting useful (post cards, letters, lists, notes…)
22It is important to haveFormation of mental image of features and of HOW it is formed (this CANNOT be inferred from a still model presented in a worksheet or copybook)Guided exposureMental response from child concerning the formational process, not just motor response (there is a need for cognitive engagement)Emphasis on comparison and improvement rather than writing numerous samples
23Extensive use of unsupervised writing or copy work as an independent activity until the child has developed good handwriting habits can have detrimental effects.
24How about discovery? Discovery is NOT an effective approach. Handwriting is best taught in frequent (daily is best) specific brief periods of direct instruction and supervised practice.
25Integrating with reading… Letter nameLetter keywordLetter soundLetter formationTeach together!!!!!!!
30Write letters with your arm Use your body to introduce concepts: Tall letters Middle size letters Letters that go deep
31My four main approaches… “Moving Around”“Sound System”“Messy Work”“Write on paper”
32“Moving Around”Warm up with gross motor, whole body activity. Quiet down with sensory input (all 7 senses)Write with bodyUse of vertical planeUse of horizontal plane on the groundWrite in the air (thumb, index and middle pointing out)Cross midline exercisesFrom perception of letters to writing:Write with the whole bodyWrite with the armWrite with the fingersWrite using distal joints (nothing substitutes this - it needs lots of practice!!!)
33“Sound System” EXTENSIVE use of rhythm, poetry, pitch, music and songs “Talk it out” - describe the movements of the stroke while writing the letter(example:“down, back up, round up” for manuscript lower case “b”)Count the lines (using rhythm)(example: “one, two” for capital manuscript L)
34“Messy Work” Use: Shaving cream, toothpaste, hair gel… Paint… Sand, corn meal, salt…Sidewalk chalk, chalk on dark paper…Sand paper…Letters with glue to trace…
35Write on paper “Worksheets” Lines and curvesMazes“Correct the Teacher” gamesFind shapes, position in space, patterns, proportion…Use variety of writing instruments (pencils, pens, thin markers, pieces of crayon…)Discover what is most appropriate for each child.Use grip helpers if necessary.Trace, copy, writeSpeed drillTransposition from print to cursive
36Supervision and Evaluation DURING writing:Supervision is crucial until letter is mastered.Attention to movements/strokes/grip as important as the final product during learningAFTER writing:Child evaluates own workComparison to model (Anything needs improvement?)Comparison to own work (choosing best letter, making corrections)
37TipsVertical letters are easier than slanted letters. There is no need to teach slant.“Bad practice” can make handwriting worse.Avoid mindless, boring repetition.
38About copyingTo copy from a model above is easier than copying from model on the leftOnly one copy from each modelTip: use sight/frequent words or patterns you are studyingboat bat there______________ __________ ______________
39When to teach??? When teaching letter name, sound Every day Very small groupsFew minutes of supervised work“Little practice, constant review”
40-> SKIP A LINE !!! Which paper to use??? Special lined paper With dotted lineWith elevated lines for sensory tactile inputWith visual cuesWith different widths to help decrease the letter sizeWith a fourth bottom line to help with the “divers”.Regular paperUse different widths-> SKIP A LINE !!!
41Development of Basic Skills Visual perceptionDiscrimination, figure ground…Find similarities and differences…Find an object among other objects…Attention to very fine details…Fine motor skillsManipulation of small objects…Construction with pebbles, sand, small blocks…Cut and tearing different materials using fingers…Use of tweezers and chopsticks…Beads on strings…Sand, play dough, clay, cookie and bread dough…
42Visual Motor Skills Trunk Control Shoulder Stability Activities that use vision to guide motor activities.Walk following a line on the floorCut on the lineTrunk ControlActivities on tummy on the floor (coloring, drawing, playing with blocks..)Animal walks (tummy up and tummy down)Shoulder StabilityDraw or color paper on vertical surface or chalkboard.Play games while staying on hands and knees.
43It requires maturation… Maturation takes time…Children have different rhythms…Children with specific learning disabilities may take much longer than most children to achieve neurological maturation and require even more exposure to experiences that favor development of specific skills.
44However…Not all children will be able o acquire good handwriting skills…Some people couldn’t care less…Some children will need the use of computer technology and specific adaptations or modifications very early at elementary grades (scribe, oral answers, dictation into mini tape recorders, oral presentations etc…).
45A word about Assistive Technology It is here to stay…It will only get better…Some students will depend on it…
46Teaching “Lefties”Position paper completely on the left side of child’s midline.Angle paper to be parallel to the child’s forearm (about 45º).Teach child to position paper themselves.Affix tape on table to help establish correct positioning.Do not allow a “hooked grasp” nor holding the pencil between thumb and all four fingers along the shaft.Please understand it is difficult to visually monitor handwriting since the hand covers the writing.
47In synthesis… Integrate with reading! Make it fun, make it useful… Aim for approximations (with correct movements…)Use multisensory approach using all 7 senses…Use demonstration, explanation, imitation, tracing, copying, writing, guided practice…Promote frequent, little, correct practice…Copy from above, one copy per model…Use vertical, inclined and horizontal planes…Use “whole body to distal joints” approach…
48Some resourcesThe International Dyslexia Association. Just the Facts… Dysgraphia. Fact Sheet # /00ERIC DIGEST, Six Questions Educators Should Ask before Choosing a Handwriting Program by the ERIC Clearinghouse on Reading, English and Communication.Hepplewhite, Debie. The Importance of Joined Handwriting.Stout, Kathryn L. How to Teach Handwriting.Miller, Samuel. Teaching Handwriting Helps Students Achieve. i.e. information for teachers.Karl, Koenke. Handwriting Instruction: What do we know?
49Hoppes, Steve. Handwriting and Occupational Therapy - Handwriting without tears.Wesson, Kenneth. From Synapses to Learning: Understanding Brain Processes. Faculty Guidebook: A Comprehensive Tool for Improving Faculty Performance. Child Development Institute.Marnel, Lisa J. Handwriting For Kids. Handwriting Help for Kids.comFisher, Phyllis E. Making Handwriting Flow. Using Models and Drills for Fluency Oxton House Publishers.Olsen, Jan Z. Handwriting Without Tears curriculum.