Handwriting 

Handwriting is still a core literacy skill, not just “neat penmanship.” Recent research shows that explicit handwriting instruction and fluency practice improve reading, spelling, and writing quality, and that writing by hand engages brain networks for attention and memory more strongly than typing. 

Why this matters 

•         Handwriting fluency frees up working memory so students can focus on ideas, vocabulary, and organization instead of letter formation. 

•         Brain imaging studies show that handwriting, but not typing, activates broader

•         networks for attention, visual processing, and memory, especially when learning new letters and words. 

•         Roughly 7 - 15% of students have significant, persistent handwriting difficulties and need structured instruction and accommodations, not just reminders to “write neater.” 

What is it? 

•         Legible letter and number formation – correct shape, orientation, and alignment on the line, with consistent size and spacing. 

•         Fluency and automaticity – writing letters and familiar words quickly and accurately so the hand keeps up with the mind. 

•         Support for dysgraphia and handwriting disorders – combining explicit instruction with tools such as typing, speech- to-text, and alternative note-taking formats. 

Key classroom moves 

•         Protect a small, daily practice window (5 –10 minutes) for explicit handwriting linked to current phonics, vocabulary, or content learning. 

•         Embed handwriting in real work-notes, problem solving, labeling diagrams, and quick-writes, then use typing or speech-to-text for longer final drafts when appropriate. 

Implications by grade 

Grade K–2

•         Protect 5 –10 minutes daily for explicit handwriting linked to phonics (students say the sound or word as they write the letter or word). 

•         Aim for automatic letter writing by the end of Grade 1; use quick alphabet- writing checks to identify students who are very slow, inconsistent, or illegible. 

•         Provide short, targeted small-group or one-on-one practice for strugglers (multi-sensory letter work, tracing then independent writing).

Grades 3 –5

•         Continue brief handwriting fluency practice for students who still write slowly or with great effort. 

•         Mix paper and digital work: have students plan, sketch, or summarize by hand, even if they type longer final drafts. 

•         Normalize supports so some students type larger pieces or use speech-to-text, while still completing key handwritten tasks such as math work, quick responses, and annotations. 

Grades 6 –8  

•         Teach students to choose when to handwrite versus type (handwrite for diagrams, outlines, and problem-solving; type for longer texts and revision). 

•         Require handwritten steps and diagrams in math and science notebooks to deepen conceptual understanding, not just final numeric answers. 

•         Ensure students with ongoing handwriting difficulties have both targeted instructional support and accommodations, not just a laptop.

Grades 9 –12

•         Encourage students to use handwriting for planning, annotation, and study sheets before quizzes, tests, and major writing assignments. 

•         Keep some tasks handwritten (short constructed responses, problem solutions, exit tickets, and quick-writes) so students stay ready for contexts that still require handwriting. 

•         For students with dysgraphia, pair assistive technology (typing, speech- to-text, digital organizers) with explicit support in organizing ideas and monitoring their own learning. 

References 

López-Escribano, C., Martín-Babarro, J., & Pérez-López, R. (2022). Promoting handwriting fluency for preschool and elementary-age students: Meta-analysis and meta- synthesis of research from 2000 to 2020. Frontiers in Psychology, 13, 841573. 

Van der Weel, F. R., & Van der Meer, A. L. H. (2024). Handwriting but not typewriting leads to widespread brain connectivity: A high-density EEG study with implications for the classroom. Frontiers in Psychology, 14, 1219945. 

Bonneton-Botté, N., Miramand, L., Bailly, R., & Pons, C. (2023). Teaching and rehabilitation of handwriting for children in the digital age: Issues and challenges. Children, 10(7), 1096. 

Han, W., & Wang, T. (2025). From motor skills to digital solutions: Developmental dysgraphia

interventions over two decades. Children, 12(5), 542.