The first two sets of printable handwriting paper on this page print with light blue and pink ruled lines. The colors print pale enough so that pencil marks should show up well on the paper. The third set also prints with blue and pink ruled lines but the lower case portion prints in solid yellow.

The yellow stripe paper has a darker blue line at the bottom of the yellow stripe to further highlight to the student that this is the line on which they should write. Horizontal paper center of development 931 372 2567 occupational therapy handwriting recommendations the number one way to help handwriting is to find out what the underlying problem is: usually a visual perceptual problem how the brain processes visual information , fine motor delays poor weight bearing history, lack or delay of creeping and crawling, weak joints or muscles , and/or other developmental delays. It is important to make sure that a developmental optometrist and occupational therapist have evaluated the child to treat the underlying problems. The arches in the palms and fine motor coordination are all developed best by weight bearing on the palms of the hands through crawling on the belly at least 5 minutes a day, and creeping on all fours palms of hands and knees for 5 10 minutes a day.

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Additional weight bearing activities that are of vital importance include: wheelbarrow walking start rolling on belly from hands and feet rocking back and forth, then move up to walking off the ball with belly on the ball, then only legs to walk out on hands, then wheelbarrow with someone holding knees, then only holding ankles. Wheelbarrow walk with hands on a straight line, then a triangle, then a circle, then work up to crossing hands over the tape line, then walk up stairs all for up to 40 steps. Regular opportunities for performing other hand strengthening exercises after the weight bearing such as squeezing modeling clay, theraputty, or other thick putty between thumb and fingers. Place raw beans, coins, raw popcorn in the putty and have child fish them out using finger tips and thumb and fingertips to push ans squeeze them out.

Fine motor tasks such as stringing beads, placing tiny objects into a small container, using tongs to pick up cotton balls or other objects and release into small opening, copying bead and block designs, parquetry blocks, throwing a ball or bean bag at a target greater than five feet away, moving coins, beans, and paperclips from palm to finger tips and back to palm, and lacing boards. using closthespins, modeling clay, and other manipulatives to increase finger strength and coordination. write letters, numbers, spelling words, and shapes on end of paperclip and have them match and clip onto matching letter on a folder or index card. Using consistently lined paper don't switch from 1 inch to 2 inch, then back, it makes for confusion in letter sizing with definite lines to stay within for handwriting so that they can make consistently sized letters.

Adjust desk height to no greater than 2 inches above them elbow crease so that their elbows and pinky finger can rest on the desk when performing handwriting and desk top skills. Feet should have full support and rest on floor while seated in chair, with ankles, hips, and knees at a 90 degree angle. Using green lines or dot for start on left and red for the end of the line on right. Opportunities to copy geometric shapes and letters on a vertical surface such as a chalkboard or easel, use golf pencils or small pieces of chalk to encourage distal finger control. Opportunities for visual perceptual tasks such as balancing games, creeping and crawling, bdpq, code charts, soldier walks, steeping arrows, copying greater than 6 block or bead designs, copying complex shapes from a picture, complex shape sorters, parquetry block designs, games such as find the missing part, or complete the picture work books, or where is waldo type visual games. Writing on a vertical surface such as chalkboard using very small pieces of chalk, felt boards, or velcro games. Working on puzzles and other visual activities on the floor laying on their stomach with their upper body propped on elbows to increase proximal shoulder stability and upper torso strength.

Encouraging upper body gross motor activities such as climbing, carrying heavy objects books, jugs of water, buckets and lifting above shoulder level, arm ladders on the playground, hand walking with knees held by peer or adult, animal walking on all fours, pushing a peer in the swing, and overall gross motor play to increase postural strength, stability and endurance. Movement activities associated with eye hand coordination such as swinging while throwing a ball at a target, standing on an balance board while playing catch, or jumping on a trampoline and throwing a ball. Regular breaks from sit down tasks and visual tasks every 20 30 minutes with a gross motor/sensory motor activity i.e. Ask the ot for special pencil grips, best writing tool often a felt tip fine point pen , and special pencils such as weighted pencils. Using raised line graph paper or blue sky paper found at teacher centers or in school therapy catalogs.

use handwriting without tears handwriting program. cod 931 372 2567 posture and stability look at correct sitting posture and appropriate chair and table heights. A child's feet should be flat on the floor and the desktop should be 2 inches above the bent elbow. Ankles, hips, and knees should be bent to a 90 degree angle for appropriate sitting posture. If table is too low, the child will slump in their chair or rest their head on their hand.

Allow students to work in various positions other than seated standing at a vertical surface, lying on the floor propped on elbows. Do warm up activities to provide kinesthetic input to large and small muscles groups. Jumping jacks dancing finger songs simon says at a quick pace when using pegboards, mount them to the wall with velcro just above eye level. An efficient grasp the pencil is held between the pads of the thumb and index finger while resting on the middle finger. An acceptable variation of this is when the pencil is held between the pads of the thumb and index/middle fingers while resting on the ring finger.

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