Ask Jan
 Dear Jan,
What do you suggest for teachers who are introducing the Handwriting Without Tears® program with a reading curriculum that introduces the letters in a different order? They are concerned that it will be confusing to teach reading in one order and handwriting in another.
Beth A., – OT, Ohio
Answer:
Reading and handwriting share the same symbols—the letters of the alphabet—but they require very different skills and mastery processes. Understanding these differences helps teachers teach both subjects well and illustrates the importance of the teaching order for each.
- Reading requires decoding skills – being able to decipher printed words by identifying the speech sounds created by the letter symbols that combine to make the word. Lessons should be focused on visual and auditory skills. The teaching order for reading generally uses word building to develop and reinforce decoding skills. After children master the easier sounds, they are ready to move on to the sounds that are the most difficult to learn.
- Handwriting requires encoding skills – being able to hear spoken language and translate sounds into letter symbols. Handwriting also requires cognitive, motor and visual recall skills. Therefore, the lessons should be multi-sensory. Imitating and copying help to cement letter formation habits. The teaching order supports the development of these skills because letters are taught in groups based on similarity of formation. After children master the easier letters, they are ready to move on to letters that are more difficult to form.
Handwriting and reading can be taught successfully at the same time. The approaches shown below work best because they adhere to the fundamental principles of each program and incorporate lesson work from each in a way that fully support skill development.
1. Teach reading in the reading order and handwriting in the handwriting order.
Don’t combine the teaching of a particular letter until it has been introduced in both subjects. Teach both programs in the recommended order. When you reach a letter that already has been learned in the other area, review both the reading and handwriting instruction together. Otherwise, keep the handwriting and phonics instruction separated. Children often enjoy this approach because it is dynamic and creates excitement and anticipation for learning. You may find children asking for clues or saying, “I know...I know how to do it.” This is a fun way for you to teach and for them to learn.
2. Follow the reading program.
As new letters are introduced in the reading program, teach children the letter instruction page only in the Handwriting Without Tears® book. Skip any handwriting exercises included with the reading program; instead do the reading lessons orally. After all the letters have been introduced, go back to the beginning of the handwriting book and have the students do the practice pages associated with each letter in the order presented in the handwriting book. During the second pass in the handwriting book, go in the order of the reading book; this is a great opportunity to reinforce some of the phonics instruction.
3. Integrate the two programs with attention to letter introduction.
During reading lessons
If the “reading” letter has not been taught yet in the handwriting book, go ahead and teach the “reading” letter out of the Handwriting Without Tears® program’s recommended teaching order, but do letter practice only, not words or sentences.
If the “reading” letter already has been taught in the handwriting workbook you can use the handwriting exercises of the reading program and review letter formation. You can also model how to use different line styles that may be part of the reading program.
During handwriting lessons
First introduce the letter formation, then either introduce or review the letter sound. Then return to focusing on practice of the letter formation. If the letter already has been taught in reading, you will be reviewing the sound; if it has not, you simply will introduce the children to the sound. (Example: “We are writing ‘W.’ ‘W’ is for a /w/ sound.”)
The extra exposure to letter formation during reading and letter sounds during handwriting is beneficial. Children will still learn to read and write with the most effective strategies developed by experts in each curriculum.
Dear Jan,
My friend forwarded me your newsletter. What does a frog jump have to do with handwriting?
Principal X – Any city, USA
Dear Principal X,
Great question. Educators who have been exposed to Handwriting Without Tears’ printing program are familiar with the Frog Jump Capitals. Click on the frog above. He will take you to an explanation of the Frog Jump Capitals.
Do you have a handwriting question for Jan Olsen, renowned OTR? Each quarter, Jan selects and answers the best question. If we select your question, you will receive a free Magic C Bunny. |
