Handwriting Interventions

Copying Versus Tracing:

Give student paper with complete letters.
Give student a different colored pen or pencil to copy the letters.
Use tracing as a form of fading as opposed to an intervention in and of itself.

Research studies have shown that copying activities than by tracing, in, which the letters are gradually faded or parts of the letter are gradually withdrawn, learns letter forms better. Tracing has some value as a brief, easier intermediate stage prior to the student copying the letter without tracing prompts. Unsupervised practice of inappropriate tracing responses, such as joining the dashed sections in traced letters with short lines rather than using one continuous line to make the letter, should be avoided.

Intermediate activities to facilitate transition from structured copying:

1. Cover-Copy Compare

Present the student with a model of a letter. Allow "x" number of seconds for the student to look at the model and then have student cover it with an index card.
The student must then write the letter, word, or sentence from memory on the other half of the paper.
The student uncovers the model and compares his or her response to the model. If written correctly the student moves on to the next letter. If written incorrectly, the student must copy the letter three times.

2. Increase opportunities for responding

Dictate letters or words and sentences the student is capable of spelling correctly. The student must write them without models being available.
Provide the student with immediate corrective feedback or praise.
Plan language arts activities in which the student is asked to compose and write captions for pictures, titles for stories, or other short sentences.
Provide the student with immediate corrective feedback or praise.

References:

Askov, E. N., & Greff, K. N. Handwriting: Copying versus tracing as the most effective type of practice. Journal of Educational Research, 1075, 64, 96-98.

Handwriting Resource Book. Retrieved April 29, 2006, from Utah Students at Risk: Online Staff Development Academy.

Websites: http://www.usu.edu/teachall/text/langart/programs/writing.htm
www.interventioncentral.org

Demonstration, Corrective Feedback, & Praise:

Demonstrate how to form the letter. Use an identical stroke sequence during each demonstration.
Give the student an opportunity to write the letter.
Provide the student with corrective feedback and praise. Tell the student how his or her letters were formed correctly or incorrectly.
Provide the student with praise or tangible reinforcers.

Trap, Milner-Davis, Joseph, and Cooper (1978) used overlays to test the effect of various types of interventions on first-grade students being introduced to cursive writing. As a result of this study, they found the following:

Showing and telling the student in what way his letters were not correct increased correct letter formation.
Having the student then write the correct letter correctly resulted in a further increase.
The chance to earn a handwriting certificate of achievement further increased correct letter formation.

Ten letters were used during the training sessions to provide correction and modeling. Sixteen other letters, which were practiced but not “trained”, also improved, but not as much as the trained letters. The use of praise or other forms of reinforcement is an important addition to a handwriting program designed to produce maximum improvement in student handwriting.

Reference:

Handwriting Resource Book. Retrieved April 29, 2006, from Utah Students at Risk: Online Staff Development Academy.
Website: http://www.usu.edu/teachall/text/langart/programs/writing.htm

Trap, J. J., Milner-Davis, P., Joseph, S., & Cooper, J. O. The effects of feedback and consequences on transitional cursive letter formation. Journal of Applied Behavior Analysis, 1978, 11, 381-394.

Other Fine Motor Activities and Tips

Check the student’s grip of pencil. Use adhesive tape or pencil grip.
Providevarious sizes of wide-ruled paper. Slowly decrease size of paper until grade level paper is used.
Write student’s answers with pencil and allow student to trace over it with marker
Write student’s responses for all but the last word. Ask student to fill in the last word. Slowly require more writing to complete the dictated responses.
Modify length of assignment. If it is a long assignment break it into sections and allow the student to complete one portion at a time.
For reversal of letters and numbers when writing, use board activities to teach the student proper directionality, and provide the student with visual cues to aid in making the letters and numbers. Initially use number line and alphabet strip as a model for correct letter and number formation.

References:

Hammekan, P. (1997). 450 strategies for success: A practical guide for all educators who teach students with disabilities. Minnetonka, MN: Peytral Publications.