Handwriting Problems?

You have a pupil or pupils with a handwriting difficulty, or so it appears. You may have observed one or more of the following:

• The pupil does not write as much as they are able to dictate and / or contracts sentences using shorter, simpler words to convey information.
• The pupil grips the pen/pencil very hard and therefore tires of writing
• The pupil's handwriting deteriorates rapidly after the first 10 to 20 words or so
• The pupil has difficulty with letter formation, orientation and sequencing, processing speed, word and sentence structure

About the Writing Process

Think back to when you learned to swim, ride a bike, learn steps to a dance, or drive a car. Depending on the task, your brain had to process instructions and then attempt to make your body carry out those instructions with the correct sequence, timing and coordination. Some tasks demanded the processing of several actions together. When learning to drive, the skill of putting down the clutch just before changing gear while at the same time braking and looking in the rear-view mirror to see what was behind, was not easy - thank goodness my instructor had dual controls!

As such routines are practised, they become automated. Our neural pathways form and the skills become so routine to the extent that we no longer think about each individual action, which is why, while driving we can attend to a conversation with a passenger if we have to, or think about what we are going to have for dinner that evening, whether we should though is another matter!

Similarly, the writing process is one that is learnt, becoming much more automated with practise. For a more in-depth read of some of the research in this area obtain, "The Cognitive demands of Handwriting" Ed: Torrance M. and Jeffery G, published by Amsterdam University Press and available through Amazon.co.uk if nowhere else. While the oral acquisition of language becomes automatic much more quickly, the process of handwriting is not immediately automated. Learning to write involves learning and remembering the visual shape of letters and their corresponding sounds and then translating these into physical shapes which are put together to construct words. Learning to write starts early on, with very young children making patterns in the sand tray with their fingers, tracing round shapes and making tactile letters for example.

While engaged in the process of writing we also have to:

• access our own internal lexicon to find and select the most appropriate words to convey the message,
• constantly rehearse internally what we want to communicate then convert this internal thought into a grammatical form and style suitable to the genre of writing and our intended audience.
• read and review what has been written to ensure that the flow of our thoughts progress to a conclusion. Constructing this paragraph for example, took the author more than a few minutes employing these writing skills to communicate a complex process in a way that is as clear and straightforward as possible.

The brain has to coordinate and manage all these components employed in the writing process and for many people these tasks become more routine. For others it is not always so, some of these tasks, either physical or cognitive do not become automated, or are interrupted in some way, which is why you may see some or all of the writing characteristics and behaviours listed above.

What can we do to help struggling writers? The following tips below may be useful for pupils with any or all of these difficulties.

Handwriting Tips

The National Curriculum now recognises that alternative forms of recording instead of or to supplement handwritten work is valid. This is what schools who teach pupils with special needs have realised for a long time.

When pupils reduce the amount of writing it may be because:

• they physically tire,
• they hold the pen very tightly,
• they have a tremor or coordination difficulty related to motor-planning.
• they have a problem with processing word-finding

These strategies may help!

Have an A4 folder and a Lever-arch folder available to use as a slope on which to rest the paper. To avoid the paper slipping by using DYCEM, rather than tape. Dycem is a rubberised material that prevents objects slipping or sliding and will also cushion the writing surface. Dycem can be obtained from the ROMPA catalogue.

Working to a slope causes the body posture to sit up, and the user can rest their wrists to the writing area. Correct posture can also have a positive effect on the angle at which the text is viewed. Use a folder as a slope when working at the keyboard or to rest the laptop on.

Explore different types of writing tool. Pens are available that have a built-in comfort grip, that are weighted at the top of the pen, that have a fibre tip or gel ink. These features can be of benefit to those whose grip causes discomfort, the weight may help steady very minor shake and the nib and ink can help to provide a more physical and visual sensory feedback.

Analyse the amount of writing the pupil has to tackle in their lessons or subjects. There will be a certain amount of note-taking, this in itself is a skill that can be difficult. Other writing will be extended descriptive or narrative text in English or other subjects such as humanities for example. To help cope with the amount of writing try:

• providing clear short written notes on the content of the lesson so the pupil can concentrate on what is being said and done rather than having to note-take as well. Or if the pupil can manage the use of a small tape or digital recorder this can be used and notes typed up later although this will take up more of the pupil's time.
• writing for the pupil at their dictation if help is available for this. There would be no need for the pupil to re-type this, the objective would be to help the pupil get their ideas and responses down.
• worksheets that are designed with picture or symbol support and cloze procedure-type options for recording or as a prompt sheet for the lesson content.
• the use of a text processor such as the AlphaSmart 3000 or Dana model for longer pieces of writing and where the writing task would cover more than one session of be continued for homework. to use as independently as possible the pupil would need a level of spelling ability. Place the text processor on a slope so that the user rest their wrists to the board rather than hold their hands over the keys which causes the body to work against gravity. A text processor will cut out the physical effort of handwriting, freeing up processing capacity, and can enhance presentation and reduce the emotional angst associated with the difficulty of struggling to write.
• involve the use of an interactive whiteboard if one is available to you, for presenting information and demonstrating content and concepts graphically and with sound.

Where these strategies may not be sufficient because the difficulties are more severe, including dyslexic problems, there are computer-based applications and resources designed to overcome the physical, visual and auditory difficulties.

For further assessment of pupil needs, or more advice or training about strategies and resources that can be of help to your situation, MGL can SEN consultancy is able to provide this, email Alastair Fielden @ MGL