Pencil grip is the first visible sign of handwriting difficulties that can cause teachers and parents to ask for the assistance of an occupational therapist. But, as important as an efficient pencil grip is to handwriting skills, it is not always the cause of handwriting needs. Research studies have concluded that an efficient pencil may not always look like one – although it is functional, nonetheless. My article, “Should we worry about pencil grip?” shares important research conclusions and their implications for an occupational therapy assessment and remediation plan for handwriting development skills. Please share your feedback!
Category Archives: Handwriting is Fun! Blog
Handwriting and Posture: Revisiting Good Seating
Handwriting and Posture: Revisiting Good Seating
Handwriting and other fine motor tasks demand strength in the core body muscles to provide stability to the upper body and head so that the hands and fingers can engage with the eyes in the performance of precision tasks. An efficient analysis of handwriting development skills and the development of an effective remediation plan to address handwriting needs should begin with the assessment of the writer’s seating arrangements. Chair and desk sizes and heights are critical measurements that can provide the most basic and fundamental information about handwriting performance: How is the seating supporting or hindering handwriting success. In my book, Handwriting Development Assessment and Remediation: A Practice Model for Occupational Therapists, I discuss this topic in detail. In my post, “5 Reasons Why Handwriting Needs a Good Seat,” I share guidelines that can assist in the assessment of seating, as well as adaptations that can provide stability for your young writer.
Katherine J. Collmer, M.Ed., OTR/L, is a pediatric occupational therapist who specializes in the assessment and remediation of handwriting skills and understands the link between handwriting skills and writing. In her current book, Handwriting Development Assessment and Remediation: A Practice Model for Occupational Therapists, she shares a comprehensive guide and consistent tool for addressing handwriting development needs. She can be contacted via her website, Handwriting With Katherine.
Disclaimer: The information shared on the Handwriting With Katherine website, blog, Facebook page, Twitter page, Pinterest page; in the Universal Publishing Handwriting Teachers’ Guides; on any guest blog posts or any other social media is for general informational purposes only and should not be relied upon as a substitute for sound professional medical advice or evaluation and care from your physician/medical team or any other qualified health care providers. Therefore, the author of these links/posts take no responsibility for any liability, loss, or risk taken by individuals as a result of applying the ideas or resources.
A Second Look at Kinesthetic Learning for Pre-Handwriting Skills
Summer Series
During the past two whirlwind years spent dedicated to writing my book, Handwriting Development Assessment and Remediation: A Practice Model for Occupational Therapists, some of my gifted and experienced peers had graciously stepped in to help me share information and creative ideas with you, my readers, on the “Handwriting is Fun! Blog.” Needless to say, I am more than thankful for their dedication to my work. Their support of me and the profession played a major role in keeping the blog in the news and in your tool kit. As the project is nearing the final publishing date, I am going to take a writing break and set my sights on a few months of traveling and exploring with my patient and supportive husband. During that time, I am going to select some of the best-loved blogs from the past and roll them into a series designed to share therapy tips and research data with you. Here is the first in the Summer Series:
Kinesthetic Learning and Pre-Handwriting Skills
When I came into the profession, I brought with me the knowledge and experience I gained from my background in teaching. I am an avid follower of blogs and research sites that share information about teaching strategies and learning styles. I feel that the understanding of learning and teaching principles provides an occupational therapist with an enhanced ability to present an environment that encourages and motivates a person to work toward success. Kinesthetic learning begins naturally in infancy and, for some, becomes their preferred learning style. In my blog, Kinesthetic Learning and Pre-Handwriting Skills, I present information that helps us to understand the importance of including tactile exploration in our therapy sessions and shares activities that can promote kinesthetic learning in the toddler and preschool years.
Kinesthetic Learning and Pre-Hardwriting Skills
Katherine J. Collmer, M.Ed., OTR/L, is a pediatric occupational therapist who specializes in the assessment and remediation of handwriting skills and understands the link between handwriting skills and writing. In her current book, Handwriting Development Assessment and Remediation: A Practice Model for Occupational Therapists, she shares a comprehensive guide and consistent tool for addressing handwriting development needs. She can be contacted via her website, Handwriting With Katherine.
Disclaimer: The information shared on the Handwriting With Katherine website, blog, Facebook page, Twitter page, Pinterest page; in the Universal Publishing Handwriting Teachers’ Guides; on any guest blog posts or any other social media is for general informational purposes only and should not be relied upon as a substitute for sound professional medical advice or evaluation and care from your physician/medical team or any other qualified health care providers. Therefore, the author of these links/posts take no responsibility for any liability, loss, or risk taken by individuals as a result of applying the ideas or resources.
Pictures are the property of the author and their use must provide a link back to this article or her website.
The Handwriting Book revealed!
Well, folks, today is the big day! My new work, Handwriting Assessment and Remediation: A Practice Model for Occupational Therapists, will be officially launched at the #AOTA16 Convention in Chicago! I am honored to have worked with Universal Publishing toward sharing my book with you and look forward to chatting with my peers at Booth #5015 in the Expo Hall! This is a very exciting time for me and, as always, I think you for reading and sharing my work.
If you could not make it to the convention this year, you can still pre-order my book by clicking on the picture below!
Katherine J. Collmer, M.Ed., OTR/L, is a pediatric occupational therapist who specializes in the assessment and remediation of handwriting skills and understands the link between handwriting skills and writing. She can be contacted via her website, Handwriting With Katherine.
On my way to #AOTA16!
I’ll be boarding the plane bright and early today heading for Chicago and the 2016 AOTA Convention! This will be a very exciting journey for me as I share my new book with my peers. It will be an honor to discuss handwriting assessment and remediation and chat about the concerns and challenges we have all faced in this area of occupational therapy. I look forward to meeting many of you at the Universal Publishing Booth #5015. Please join me there!
Katherine J. Collmer, M.Ed., OTR/L, is a pediatric occupational therapist who specializes in the assessment and remediation of handwriting skills and understands the link between handwriting skills and writing. She can be contacted via her website, Handwriting With Katherine.
Ordering the New Handwriting Book!
My new book, The Handwriting Development Assessment and Remediation: A Practice Model for Occupational Therapists, will be offered for the first time in Chicago at the 2016 AOTA Conference. It’s very exciting to be sharing my work with my peers! But, I know that many of you will not be able to attend the conference, so I wanted to let you know that the book will be offered through a link here and on my website after the conference. Please look for it! And, as always, thank you for reading and sharing my work.
Katherine J. Collmer, M.Ed., OTR/L, is a pediatric occupational therapist who specializes in the assessment and remediation of handwriting skills and understands the link between handwriting skills and writing. She can be contacted via her website, Handwriting With Katherine.
Another look at Kinesthetic Learning and Pre-Handwriting Skills
Each year, as I work with students in elementary school, I continue to worry about their needs being the result of inadequate pre-handwriting skill training. In short, that really simply means how well they learned to use their hands in play activities and kinesthetic learning. Children learn to use their hands as tools to help them learn and grow from the moment they are born. However, sometimes in this accelerated learning environment the we seem to be in now, children are being asked to attempt to learn skills that are far beyond their developmental capabilities. With this in mind, I offer again my work to draw attention to the learning brain of the child.
Kinesthetic Learning and Pre-Handwriting Skills
by Katherine J. Collmer, M.Ed., OTR/L
Jean Piaget introduced the world to the learning brain of the child. Through his systematic study of cognitive development, he discovered that children simply do not learn in the same way as adults. According to his theory of cognitive child development, “children are born with a very basic mental structure … on which all subsequent learning and knowledge is based.”
To read the entire article, click here.
Katherine J. Collmer, M.Ed., OTR/L, is a pediatric occupational therapist who specializes in the assessment and remediation of handwriting skills and understands the link between handwriting skills and writing. She can be contacted via her website, Handwriting With Katherine.
Disclaimer: The information shared on the Handwriting With Katherine website, blog, Facebook page, Twitter page, Pinterest page; in the Universal Publishing Handwriting Teachers’ Guides; on any guest blog posts or any other social media is for general informational purposes only and should not be relied upon as a substitute for sound professional medical advice or evaluation and care from your physician/medical team or any other qualified health care providers. Therefore, the author of these links/posts take no responsibility for any liability, loss, or risk taken by individuals as a result of applying the ideas or resources.
All photos are property of the owner of the site they are liked to and their use should always provide that link.
National Handwriting Week! How Does Vision Fit In?
National Handwriting Day is celebrated each year on January 23, John Hancock’s birthday (according to the Gregorian calendar), an American Revolutionary leader and first signer of the U.S. Declaration of Independence. The Writing Instrument Manufacturers Association started this holiday in 1977 to acknowledge the history and influence of penmanship. And we carry on this tradition today to increase awareness of the literacy benefits of mastering handwriting skills.
One of the most overlooked skills in the assessment of handwriting problems is the visual component. Vision (which is comprised of 17 skills, only one of which is eyesight) can hinder a child’s educational progress by robbing him or her of the opportunity to form accurate perceptions of himself, the environment around him, and letter and numbers. These misperceptions can lead to reading and writing challenges as well as problems with sports and activities of daily living.
With vision in mind, I am re-sharing this post that explains the vital need for having a child’s vision assessed and the important role vision has in learning. And that includes handwriting.
In”sight” Into Handwriting Struggles
Katherine J. Collmer, M.Ed., OTR/L, is a pediatric occupational therapist who specializes in the assessment and remediation of handwriting skills and understands the link between handwriting skills and writing. She can be contacted via her website, Handwriting With Katherine.
Disclaimer: The information shared on the Handwriting With Katherine website, blog, Facebook page, Twitter page, Pinterest page; in the Universal Publishing Handwriting Teachers’ Guides; on any guest blog posts or any other social media is for general informational purposes only and should not be relied upon as a substitute for sound professional medical advice or evaluation and care from your physician/medical team or any other qualified health care providers. Therefore, the author of these links/posts take no responsibility for any liability, loss, or risk taken by individuals as a result of applying the ideas or resources.
The Core Strengthening Handbook: A book review
The Core Strengthening Handbook: A Book Review
by Katherine J. Collmer, M.Ed., OTR/L
A great deal of my energy on the internet focuses on reading and sharing the work of my peers and the many knowledgeable professionals in the therapy and educational fields. My belief in the networking system that technology affords us encourages me to seek out their work and to offer it to others in an effort to support both the writers and the readers. The realm of social media casts a brand new opportunity in our direction to learn and grow together in ways that were never before available to us. My quest for knowledge and the responsibility I feel for sharing it freely has set my course as one of impartiality and equality, allowing me to turn so many brilliant people’s work around for others to see. In the end, that means that I rarely accept promotional offers to review products and to advertise them on any of my platforms. And when I do, I never accept compensation for the privilege. Those are the times when a product comes along that I believe offers exceptional benefits for us as therapists, parents, and teachers.
I have just recently come across a publication that speaks in a very eloquent way to a facet of handwriting skill development that I consider to be the most important building block for success. The Core Strengthening Handbook is a new resource offered by Lauren Drobnjak, BS, PT, and Claire Heffron, MS, OTR, from The Inspired Treehouse. I feel that it will serve as a valuable resource for parents, teachers, and therapists and I think that you will agree. Let me share a review of the book to help you get acquainted with what it has to offer.
But before we begin, I’d like to discuss briefly the vital connection that core body strengthening has with handwriting mastery. Elementary school children spend 30-85% of their classroom time working at their desks, dedicating their visual and fine motor skills to close work that predominantly involves handwriting activities. (1,2) Close work places demands on the visual system to maintain efficient focusing, scanning, fixating, and accommodating skills for reading, writing, and copying from text or the board. The eyes need to stabilize their positon while the head and body move. Core muscle strength provides the platform for this to happen. In addition, upper body control plays a key role in the development of an efficient pencil grasp and a fluid penmanship style that allows the hand to glide across the paper in a timely manner. The core body muscles provide the stability for efficient eye and upper body positioning allowing the student to attend to the task at hand instead of having to expend cognitive and physical energy on maintaining an upright head and body position. This is accomplished with the help of muscle strengthening and the development of the vestibular system and balance skills. In a New York Times article, “The Unappreciated, Holding our Lives in Balance,” Dr. Daniel Merfeld, director of the Vestibular Physiology Lab at Massachusetts Eye and Ear Infirmary, described the Vestibular System’s job in a most interesting way:
“Whenever we stand up and arrange our calves, thighs, torso and head into a stable, vertical configuration, we are unconsciously juggling six inverted pendulums, six mechanically independent units with masses above the pivot point – a feat that amounts to balancing six pencils on your palm simultaneously.”
The Vestibular System figures out where our head is relative to the floor and then tells the brain how to direct the muscles, joints, and ligaments in adjusting all of the masses and their pivot points to maintain our balance against gravity. However, although an inefficient vestibular system can result in poor postural efficiency, its efficiency can also be limited due to inefficient core body strengthening.
The Core Strengthening Handbook
Lauren and Claire have designed their book to present the important message about core strengthening using developmental guidelines to instruct the reader about the muscles included in the body’s core and the progression of their development following typical gross motor milestones. Their stated intent was to provide “a guide for supporting the development of core strength in children” and they have done that in an easy-to-understand resource for therapists, teachers, and parents. They have acknowledged that the progression of a child’s gross motor development can be observed by his parents, who may often be the first to detect that their child is struggling with movement activities, as well as his teachers in their preschool through elementary grade classrooms. The authors provide a well-written description of the journey a baby takes through tummy time, pulling to stand, and finally jumping using examples of observable movement patterns to help the reader visualize the muscles involved in the baby’s gross motor growth. For readers who are interested in the technical, Lauren and Claire share a brief description of the core muscles.
Probably one of the most important informational portions of the book is the section on “Why today’s kids aren’t as strong as they used to be.” The authors discuss the importance of unstructured, spontaneous play in a child’s development of his core strength. While they endorse the benefits of providing goal-directed activities to enhance core muscle strength, they recognize the importance of providing opportunities for children to have fun with simple playtime activities such as swinging, running, and climbing. In an effort to encourage their readers to investigate the importance of play further, they have provided a link to an excellent article that shares a wealth of additional links and information.
The introductory chapter that begins their exciting list of core strengthening activities provides the reader with a better understanding of the behaviors that a child can exhibit when he is experiencing weak core muscles. This is perhaps the most enticing method for gaining the attention of their audience and to compel them to buy their book! When a parent or teacher understands that inefficient core muscle strength can result in poor posture, difficulty with transitional movements such as going from sitting to standing, challenges with dressing skills, and a poor pencil grasp, they will certainly want to learn more about how they can help their children with the fun and easy-to-use activities that follow!
The first impression I had when I began to investigate the book’s activities was that Lauren and Claire certainly know how to have fun! They have provided a wide-range of strategies designed to engage the individual interests of the children as well as to facilitate their use in the home, classroom, or playground. The activities range from those that include yoga, ball, and wedge components, which are the more advanced forms of core body strengthening work, through the easier to complete and more readily accessible everyday activities such as helping with chores or playing games on “all fours.” Each strategy shares suggestions for grading the activity to match the child’s needs and for making the work fun for everyone. The authors did not forget the babies! They provide a group of playful activities that encourage tummy time and in turn engage the parent or caregiver in interaction with their child.
My favorites? Well, that was a difficult, for sure! I lean toward selecting the Playground Ball Activities since they engage both the visual and the vestibular system in a very natural way. But, who could not be interested in their Towel Activities! I will definitely be including the Oblique Wake-Up Call in my next therapy session! As far as assessment tools, I feel that their section on “Other Quick Core Strengthening Ideas” will come in handy the next time I’m working with a new client. These six activities will tell me a great deal about his gross motor skills.
And did I mention that the book has pictures of the cutest children imaginable? The Core Strengthening Handbook is certainly that – a handbook. It is designed as both an informational resource as well as a quick reference for selecting activities that will work the core muscles. If you have a moment, stop by The Inspired Treehouse and take a look at their site and this book. I think you will be happy that you did!
Katherine J. Collmer, M.Ed., OTR/L, is a pediatric occupational therapist who specializes in the assessment and remediation of handwriting skills and is the author of “Handwriting Development Assessment and Remediation: A Practice Model for Occupational Therapists.” She can be contacted via her website, Handwriting With Katherine.
Disclaimer: The information shared on the Handwriting With Katherine website, blog, Facebook page, Twitter page, Pinterest page; in the Universal Publishing Handwriting Teachers’ Guides; on any guest blog posts or any other social media is for general informational purposes only and should not be relied upon as a substitute for sound professional medical advice or evaluation and care from your physician/medical team or any other qualified health care providers. Therefore, the author of these links/posts take no responsibility for any liability, loss, or risk taken by individuals as a result of applying the ideas or resources.Title photo is the property of The Inspired Treehouse and should not be used without their expressed permission. The human skeleton photo was published on the Figure Drawing Website and its use should include the link to the author’s site. All others are the property of the photographers at Pixabay. Their use should include the link provided with the pictures.
References:
(1) Marr, D., Cermak, S., Cohn, E.S., & Henderson, A. (2003) Fine motor activities in Head Start and kindergarten classrooms. American Journal of Occupational Therapy, 57, 550-557.
(2) Mchale, K., and S. A. Cermak. “Fine Motor Activities in Elementary School: Preliminary Findings and Provisional Implications for Children With Fine Motor Problems.” American Journal of Occupational Therapy 46.10 (1992): 898-903. Web. 26 June 2015.
Handwriting and the non-dominant hand
Handwriting and the non-dominant hand
by Katherine J. Collmer, M.Ed., OTR/L
Frank R. Wilson, in his renowned discussion of the evolution of the hand, poses the suggestion that bimanual tasks result in the development of a visual vocabulary. He defines a “visual vocabulary” as one that is established as a result of a mysterious, nonverbal language. This language can be witnessed in the arts, from jewelry making to writing, as each creator uses “internalized rules for combining materials and structural elements” to produce unique patterns of work. These works of art take on a meaning for both the designer and viewer and become the personal stamp of the creator. (1) In this sense, handwriting can be defined as a nonverbal language that results from the production of lines and shapes that are placed within spatial constraints according to predetermined directional and alignment rules. They become words and sentences that take on a meaning that the writer conjures up in our minds to share thoughts, feelings, information, and knowledge. Although Wilson describes handwriting as a task commonly considered to be a unilateral hand skill, (1) one that is considered by researchers to require only the “specific coordination between the finger and wrist movements” of one hand, (2) it appears that handwriting under the label of a visual vocabulary would then be considered a bimanual task.
The production of a visual vocabulary, in the arts and handwriting, depends on the ability of the hands to form a complementary partnership in their role as a vehicle for expression. This partnership consists of a dominant and non-dominant hand that become one unit in the completion of bimanual tasks. Brain lateralization and the intercommunication between the two sides of the brain have been considered the foundational requisites that facilitate the establishment of a dominant hand and determine handedness in humans. However, the establishment of hand dominance remains a confusing and baffling human trait that scientists admit there is little known about its history or neurologic foundations. The study of the evolution of handedness has taken anthropologists back to an examination of how the hands were used by our Stone Age predecessors to wield stones as hammers to create tools for building or cooking or to design weapons intended to kill game or to act as protection against predators. Their studies revealed that the tool users would have divided the tasks of hammering or throwing into two distinct parts, utilizing one hand to steady the object to be hammered or to balance the body against gravity in throwing and the other hand to perform the precise movements necessary to direct the stone toward a target with accuracy. This division of labor has been labeled as the dominant and non-dominant hand movements.
Hand dominance** has been suggested to have been a “critical survival advantage” to hunters and gatherers as they engaged precision tasks within their competitive environments. (1) Given that precision tasks demand practice for mastery, their consistent use of one hand to perform and perfect an accurate aim-and-throw movement may have organized the brain-hand pathways and established a hand dominance. Again, the baffling question remains: Why did these early humans select the right versus the left hand for precision tasks? While scientists have yet to uncover the answer to this conundrum, they have turned with equal wonder at the mystery of the perceived underdevelopment of the non-dominant hand. Some ask the question, “Did it stagnate? Was it ‘dumbed down’ somehow, in order to guarantee the emergence of a manual performance asymmetry?” Or was the non-dominant upper limb intended to become specialized in a different way? (1) This latter view of the non-dominant hand suggests that the two hands are complementary, forming a whole that is dependent on the accurate production of the specified movements of both sides. This is an enlightening perspective on the role of the non-dominant hand, for sure.
Dominant and non-dominant hands were once referred to as the “good” and “bad” hands, with the non-dominant hand being labeled as the “somewhat disabled one.” (1) The right hand was viewed as the “good” hand despite the occurrence of left-handedness in some children. Left-handedness, in fact, was considered to be a deficit and children were strongly encouraged, sometimes forced, to ignore their tendency to use their left hand and to switch instead to their right hand for writing and drawing. The argument and prejudice against left-handedness was promoted by the confusing fact that an overwhelming number of people were right-hand dominant. In the end, regardless which hand became dominant, the non-dominant hand was believed to be an unequal force in the production of bimanual tasks. It was considered to be inferior to the more precise hand. As researchers began to investigate more closely the interaction of the hands in bimanual skills, they questioned this idea and considered instead the likelihood that they were interdependent. Bimanual tasks, by definition, involve the use of both hands. While some bimanual tasks can be accomplished with the use of one hand (as evidenced by the rehabilitation efforts of persons who have suffered from a stroke), most often the speed, fluidity, and accuracy of their production are compromised by the lack of a supporting hand. In general, then, bimanual tasks demand the use of both hands for efficiency, as is seen in activities such as playing a musical instrument, golfing, tying our shoes, cutting our food, and handwriting.
Wilson describes handwriting as a task commonly considered to be unilateral hand skill, (1) one that is considered by researchers to require only the “specific coordination between the finger and wrist movements.” (2) However, in light of the research that considers the two hands as partners in a task, an analysis of the the non-dominant hand in handwriting has revealed it to play “a complementary, though largely covert, role by continuously repositioning the paper in anticipation of pen movements.” (3, qtd in 1) In 1987, French psychologist Yves Guiard studied the complementary hand movements in handwriting relative to the idea that the physical characteristics of the movements of each hand, as well as the sensory control mechanisms that supported those movements, were significantly different. He proposed that their scaled movements were spatially and temporally divided into two categories. In Guiard’s theory, the scale of the dominant hand’s movements is considered to be “micrometric,” or produced within a smaller space with slower speeds relative to the supporting hand. Its performance is rehearsed and mostly internally driven or pre-programmed, directed by the development of motor patterns and the automatic reproduction of those patterns. (1) In contrast the movements of the non-
dominant hand in its role as the paper positioner are “macrometric.” They are conducted to facilitate improvised adjustments using faster speeds within a larger context. They are externally driven, being directed by the writing hand to set the spatial boundaries within which it can perform its skilled movements. In effect, the non-dominant hand is supporting the precise movements of the dominant one by providing a stabilizing environment that allows for frequent alterations that are responsive to the movements of the skilled hand. This perspective of the non-dominant hand elevates its significance in the production of handwritten work. The actions of the supporting hand require controlled motor movements that can transition within a diverse range of “improvised hold and move sequences” that do not follow strict rules for patterns or rhythm. These movements require sensory control mechanisms that can detect, analyze, and integrate visual perceptual information, such as spatial boundaries or paper angles, relative to the movements of the dominant hand. The supporting role of the non-dominant hand demands flexibility to “conform its movements both to the behavior of an external object and to the actions of the other hand, to ensure that the object and the handheld tool will intercept at the intended time and place.” (1) Guiard discovered that these alterations are anticipated and initiated before the movements of the skilled hand take place, leading to his proposition that “there is a logical division of labor between the two hands that appears to govern the entire range of human bimanual activities.” (1)
The precise, rehearsed, and preprogrammed facets of handwriting rely on the supportive role of the less-precise hand to guide the dominant one in producing the “collection of identical hash marks” (1) that create an individual penmanship style and comprise the visual vocabulary that delivers each writer’s personal message. The supporting role of the non-dominant hand places handwriting among our most creative bimanual tasks. In this light, an assessment of handwriting development skills would warrant an evaluation of the behaviors demonstrated by the supporting hand and rehabilitative efforts designed to develop it to its highest skill level.
**For more information about the developmental stages of hand dominance and the it plays in handwriting mastery, please read my article, “Hand Dominance – a key factor in handwriting success,” and my book, Handwriting Development Assessment and Remediation: A Practice Model for Occupational Therapists,” which can be purchased on my website.
You must be logged in to post a comment.