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Pencil Grip and Effects on Handwriting

Pencil Grips and Effects on Handwriting in Elementary School Children

Sandra E. Zaragoza

East Texas Baptist University

April 20, 2017

Authors Note

The following research study are my conclusions of the effects on handwriting from

incorrect pencil grips. The following experiment or method was an attempt to correct poor

handwriting in early elementary grades.

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This research paper is my attempt to experiment with a pencil grip method that will help

to correct pencil grips thus correcting any handwriting issues in my two third grade classes. I

have seen a problem where my third graders have come to third grade not forming letters

properly, direction of letter formation is incorrect, and pencil grasps were unusual. Spacing in

between their writing was also an issue. I also noticed that taking notes and writing journals

showed proof of lack of explicit instruction of penmanship or handwriting. I made it my mission

to choose a method that would help my third graders grasp properly, gain endurance when

writing, and form letter and numbers properly as they write. Asher (2006) cited researchers (p.

462) under Motor Learning and Handwriting Instruction, Motor learning conceptualizes that the

behavior of a system at any point results from a confluence of all the functionally related

components. The organism, the task, and the context self-organize behavior to a preferred from

(Hammerschmidt & Sudsawad, 2004). Hammerschidt and Sudsawad also emphasized the

convenient referrals from teachers for students with problems to report to the occupational

therapist for intervention with poor handwriting. (P. 468) When a relatively stable movement

representation is developed, use of random and variable practice of the motor skills involved

According to a citation of Hammerschmidt and Sudsawad (2004), children in elementary

spend about 31% to 60% of their schools hours on fine motor skills that include penmanship.

They also cited that handwriting is the primary way for students to communicate learning to the

educator (Hammerschmidt & Sudsawad, 2004). Dennis and Swinth (2001) verified that

throughout childrens schooling, they use writing to do just about anything. The students who
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struggle will experience fatigue, frustration, and anxiety when completing penmanship tasks

(Julie L. Dennis, 2001). This allowed be to conclude that the students who I initially considered

having these similar affects, needed to improve their handwriting and pencil grip before the

school year was complete. Dennis and Swinth (2001) cited a study of the effects of pencil grips,

pencil pressure, spatial reasoning, speed, accuracy, and legibility, and they found that their

learning was not affected, however, their work was scrutinized and difficult to evaluate, thus,

leaving the teacher unable to properly evaluate the learning of the students (Julie L. Dennis,

2001).

I searched to methods that would more conveniently and quickly allow be to explicitly

teach my kids proper grip and handwriting, so I found Karl Koenke (1986) study of an article

that emphasized how important it is to teach penmanship and correct pencil grip. Koenke

emphasized the need for quality instruction to explicitly teach students to print and to form

letters properly, then in turn will transition into cursive writing as they grow older and have

gained some strength and stamina in their writing and penmanship. I also found it intriguing

when Koenke stated how many teachers confuse neatness for legibility. Legibility is marked by

correct letter formation, size, slant, spacing, and staying on the line (Koenke, 1986). I concluded

the same reasoning as Koenke. Students will choose their own style of writing and their own

pencil grip, however, they have to maintain all of the criteria for legibility. I now see where

neatness is not a factor, but the importance of reading what was written (Koenke, 1986).

In turn, I decided to use the pencil grip rap (see appendix A) method to correct weak

pencil grips and improve poor handwriting. The participants in my study were two third grade
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bilingual classrooms. My first homeroom class has 21 Hispanic students and my second class has

20 students currently ranging in the ages of 8-10 year olds. I lost one students during the

experimental process due to qualification into special education. This student was the main

reason I wanted to conduct this study. There are many students in my class who do not form their

letters and numbers properly. Their letter spacing and endurance is poor. I saw a need to correct

and improve their handwriting pencil grips in turn correcting any handwriting issues that had.

My conclusions were semi-correct and the end of my students. I will mention a few students and

what profound changes I have seen. Some students showed little improvement for several reason

I have concluded in this study. We began our study mid-January with the introduction of the

pencil rap with the tissue ball under the ring finger and pinky finger of their dominant writing

hand. We began with a handwriting assignment that tested their current handwriting skills on

compositional paper with solid lines. They were told to write their ABCs until I told them to

stop. Appendix C shows the way students held the tissue ball.

There are some limitations to my study due to the fact that I did not randomly select my

students. I only selected the students who I directly taught on a daily basis. My study only will

provide my inference of some third graders and does not prove that all third graders are

successful after explicit handwriting instruction. My research does not prove my hypothesis,

however, there were some outcomes that I hypothesized that would occur and did occur. I do

state some of the outcomes and conclusions based on my action research.

The next activity introduced a brief hand warmup for prep for handwriting. These hand

warmups are to loosen the muscles. The warmups also strengthen the muscles in the hand as
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well. The pencil rap and the tissue ball under the two fingers as previously described was taught

to both my classes. Both classes completed the same initial handwriting test before the new

pencil grip method was introduced. We practiced the pencil rap and maintained the tissue ball

position for 3 minutes as a way to assimilate to the new style of pencil grip. I asked how they felt

and many of my students said they were okay with it. The students who I targeted as poor pencil

grip said they felt very awkward with their pencil grips. The student who left during the school

year transferred to another campus within the same school district. I only wished that he finished

this study out with us. He began with us long enough for me to see some improvement in his

handwriting.

At the same time we started the pencil grip study, my students were also beginning to

learn to write in cursive for the first time for many. The pencil grip and tissue ball test worked

out to our advantage when learning how to properly write in cursive as well. Many students were

much more engaged when the cursive began as to how their hands should be positioned and their

tissue ball under the two fingers became very helpful. I distributed a cursive packet that third

grade decided to use for cursive practice. I explicitly taught both groups how to write each letters

of the cursive alphabet. I reminded students to maintain the correct pencil grip and the tissue ball

if needed. I observed that many students held their opposite hand under their chin, on their head,

and in their lap. Many students were unaware of how to balance their shoulders as to maintain

the paper they were writing on and how to maintain a balanced handwriting position as part of

the correct way to hold the pencil grip. I thoroughly explained to my students the effects of

holding their pencil incorrectly. I also showed my students different pencil grips and also some

pencil grippers that have been used to attempt to correct pencil grips and poor handwriting.
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My students were eager to begin this handwriting journey together. They showed off their

letters and even said look at how different my handwriting looks. What a joy it was for me to see

this positive change in my students. What a positive change I have made in the lives of my

students as they will venture off to the next grade level learning this useful pencil grips and

correct penmanship. The students who I saw had week pencil grips and poor handwriting is

where I saw most of the improvement.

Below in the following appendices, I will now show you some profound changes in

handwriting and pencil grips. You will see photos, writing journal examples, cursive packet

examples, and initial test before the treatment or study was done. Appendix D shows samples of

writing tasks that I used to formatively assess for letter formation and spacing. I also looked to

see if the handwriting was legible. Appendix E was my reference of various writing grasps as to

evaluate students who needed one on one attention with the most severe of pencil grasps. You

will clearly see what each of these methods has done to both for third grade classrooms. The

penmanship and pencil grips have a clear correlation. I have also concluded that penmanship and

pencil grips can be taught, changed, and improved. Lessons and explicit teaching of both can be

improved.

The pencil rap poster is displayed in my room. We refer to the pencil rap poster and tissue

ball only when necessary. Students have stated that they see improvement in their pencil grips,

muscle fatigue, and handwriting abilities. They have also seen improvements in their confidence.

They now take their pencil grip and penmanship much more seriously now. Comments have

been made about I did not know how serious handwriting is. They did not know how their hand
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can be damaged or injured by the way they held their pencil. Many of my students began to

remind one another about the proper method for gripping their pencil. Students began folding

their ring and pinky finger down without using the tissue. Students were able to switch from

initial grasp to new proper grasp at will. Like many writers I have taught, they begin to choose

their writing style that is comfortable for them. Many of my students were not resistant to the

new method of the pencil rap and the tissue ball under the fingers. I find that third grade students

still are able to be taught to grasp their pencils correctly or differently if explicitly taught and

practiced frequently. Students will meet the expectations of the teacher if teacher emphasizes

their expectations clearly. I demanded of my students to place their hands, to sit correctly, to turn

their paper correctly, and we rapped the pencil grasp method on to a successful penmanship

experience. I inferred that students would be receptive to this method and explicit teaching,

however, not all students were motivated nor eager, so in turn little improvement was seen in

their penmanship. Educators will find that correcting pencil grips and poor handwriting is not an

impossible task. Asher (2006) cited that initial handwriting instruction in elementary school is

the responsibility of the educators. Asher also cited that handwriting became a focus in the 1970s

through the 1990s. Researchers now have particular methods, steps, and programs in place to

ensure that handwriting is taught in the elementary grade levels. My conclusion matched Asher

2006 when she stated that elementary students need explicit handwriting lessons to help develop

their motor skills (Asher, 2006).

There does not seem to be the best method, however, there has to be some type of explicit

teaching that involves the initial step of holding your pencil and making the students writing

legible. Dennis and Swinth (2001) concluded in their study that all of the pencil grasps tested in
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their study, none of the participants pencil grasp did not affect their handwriting legibility,

however, in my study many of my students showed lack of letter formation, thus requiring me to

teach pencil grips, letter formation, and cursive to help improve my students handwriting and

legibility (Julie L. Dennis, 2001). Even the most practical methods such as the pencil rap and the

tissue ball to correct poor handwriting skills, spacing, endurance, accuracy, and legibility.

Explicit modeling and structured handwriting lessons shows to improve some students

handwriting skills.

I also see a need to know how to prove that learning disabilities might have a correlation

between handwriting skills as one of the signs of a learning disability or delayed learning

process. Much more research is needed to better understand what components of handwriting is

important as to know what techniques and programs to create for instructing, correcting, or

improving handwriting in the elementary grade levels.

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References

Asher, A. V. ( 2006, July/August). Handwriting instruction in Elementary Schools. The American

Journal of Occupational Therapy, 60, pp. 461-471. Retrieved from http://ajot.aota.org/

Hammerschmidt, S. L., & Sudsawad, P. (2004, March and April). Teacher's Survey on Problems

with handwriting: Referral, Evaluation, and Outcomes. The American Journal of

Occupational Therapy, 58, pp. 185-192. Retrieved 4 19, 2017, from http://ajot.aota.org/

Julie L. Dennis, Y. S. (2001, March and April). Pencil Grasp and Children's Handwriting

Legibility During Different-Length Writing Tasks. The American Journal of

Occupational Therapy, 55, pp. 175-183. Retrieved 4 19, 2017, from http://ajot.aota.org

Koenke, K. (1986). Handwriting Instruction: What Do We Know? ERIC Digest, pp. 1-3.

Retrieved from https://eric.ed.gov/

Masters, G. D. (87, May). Handwriting. English Language Arts Concept Paper Number 2.

Retrieved 2 15, 2017, from https://eric.ed.gov/: https://eric.ed.gov/

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Pencil Grip and Effects on Handwriting
Works Cited

Asher, A. V. ( 2006, July/August). Handwriting instruction in Elementary Schools. The American

Journal of Occupational Therapy, 60, pp. 461-471. Retrieved from http://ajot.aota.org/

Hammerschmidt, S. L., & Sudsawad, P. (2004, March and April). Teacher's Survey on Problems

with handwriting: Referral, Evaluation, and Outcomes. The American Journal of

Occupational Therapy, 58, pp. 185-192. Retrieved 4 19, 2017, from http://ajot.aota.org/

Julie L. Dennis, Y. S. (2001, March and April). Pencil Grasp and Children's Handwriting

Legibility During Different-Length Writing Tasks. The American Journal of

Occupational Therapy, 55, pp. 175-183. Retrieved 4 19, 2017, from http://ajot.aota.org

Koenke, K. (1986). Handwriting Instruction: What Do We Know? ERIC Digest, pp. 1-3.

Retrieved from https://eric.ed.gov/

Masters, G. D. (87, May). Handwriting. English Language Arts Concept Paper Number 2.

Retrieved 2 15, 2017, from https://eric.ed.gov/: https://eric.ed.gov/

Appendix A
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http://www.thepencilgrip.com/

http://www.ot-mom-learning-activities.com/pencil-grasp-development.html

Appendix B

Appendix C
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All students had to use the tissue ball during the experiment. I now give them choice to

utilize it.

Appendix D

Writing is legible, however, very messy.

Writing is legible and handwriting shows

improvement after the treatment.

Legible
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Legible

Legible

Appendix E

See Attached Images of Writing Grasps

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