The Truth About Pencil Grip Research That Every OTP, Teacher, and Parent Needs to Know

I cannot tell you how many times I’ve heard it in IEP meetings, teacher lounges, and even OT conferences: “Well, research shows that grasp doesn’t really matter for handwriting.” 

Every time I hear this, my heart sinks a little. Because here’s the thing – that statement isn’t wrong, but it’s dangerously incomplete. And it’s leaving struggling kids without the support they desperately need.

What the Research Actually Shows  

Let me break down what multiple studies from 1993-2018 have actually discovered, because the full picture tells a completely different story.

The Four Functional Grasps   

Current research recognizes these four grasp patterns as equally mature and functional:

• Dynamic Tripod – The “classic” three-finger grasp

• Dynamic Quadrupod – Four fingers with dynamic movement

• Lateral Tripod – Three fingers with thumb crossing over

• Lateral Quadrupod – Four fingers with thumb crossing over

(Donica et al., 2018; Schwellnus et al., 2012)

So yes, if your child uses any of these four patterns, grasp truly doesn’t impact their handwriting speed or legibility. The dynamic tripod isn’t the “gold standard” anymore – it’s just one of four equally good options!

But Here’s Where Grasp ABSOLUTELY Matters  

The Missing Piece: Studies consistently show that immature or static pencil grasps lead to increased fatigue and decreased legibility (de Almeida et al., 2013; Dennis & Swinth, 2001; Schwellnus et al., 2012).

I see this every single day in my school. The second-grader whose hand cramps after writing three sentences. The kindergartener who holds their pencil in a fisted grasp and can barely form recognizable letters. The fourth-grader who avoids writing assignments because “it hurts.”

In Schwellnus et al.’s 2012 study of 120 students, guess what happened to the three children with immature grasp patterns? They were classified as “dysgraphic writers.” Every. Single. One.

The Problem with the Research  

Here’s why that “grasp doesn’t matter” statement is so misleading. The studies have significant limitations:

• Exclusion bias: They excluded children with immature or “atypical” grasps

• Sample size: Many studies had very small samples (i.e., 46 children) with only 1-3 children using atypical grasps

• Writing duration: Most only analyzed 1-4 sentences, not real classroom demands

• Limited scope: They omitted children receiving OT services

(Donica et al., 2018; Schwellnus et al., 2013)

The Hidden Cost: Missing Out on Daily Fine Motor Strengthening  

Here’s something that keeps me up at night as an OT; and it’s something most people never consider when they dismiss grasp concerns.

Think about a typical school day for a moment. Kids use pencils during morning work, math worksheets, spelling practice, journal writing, note-taking, homework, art projects, and about a dozen other activities. We’re talking about hours of pencil use every single day!

But here’s what breaks my heart: when kids use immature or compensatory grasps, they’re essentially doing bicep curls when they should be doing finger exercises. Instead of strengthening the small, intricate muscles needed for button fastening, shoelace tying, and precise manipulation, they’re reinforcing inefficient movement patterns hour after hour, day after day.

I had one third-grader whose teacher said, “He writes so much better in the morning, but by afternoon, his letters fall apart.” That’s not a motivation problem – that’s a child whose forearm muscles are exhausted from doing a job they were never meant to do!

The research on grasp strength and functional independence backs this up beautifully. Alaniz et al. (2015) found that grasp strength correlates directly with pencil control AND independence with daily activities. When children develop strong, coordinated hand muscles through proper pencil use, those benefits extend far beyond the classroom.

What This Means for Your Practice  

Stop feeling guilty about addressing grasp patterns! If a child is struggling with handwriting endurance, complaining of pain, or showing decreased legibility over time, their grasp absolutely could be the culprit.

The research supports us when we say: Functional grasp matters. Mature patterns matter. And children with immature patterns may deserve our intervention.

References  

Alaniz, M. L., Galit, E., Necesito, C. I., & Rosario, E. R. (2015). Hand strength, handwriting, and functional skills in children with autism. American Journal of Occupational Therapy, 69(4), 6904220030.

de Almeida, P. H. T. Q., da Cruz, D. M. C., Magna, L. A., & Ferrigno, I. S. V. (2013). An electromyographic analysis of two handwriting grasp patterns. Journal of Electromyography and Kinesiology, 23(4), 838–843. https://doi.org/10.1016/j.jelekin.2013.04.004

Dennis, J. L., & Swinth, Y. (2001). Pencil grasp and children’s handwriting legibility during different-length writing tasks. American Journal of Occupational Therapy, 55(2), 175-183.

Donica, D. K., Goins, A., & Wagner, L. (2018). Effectiveness of handwriting readiness programs on printing performance in kindergarten students. Journal of Occupational Therapy, Schools, & Early Intervention, 11(4), 484-496.

Koziatek, S. M., & Powell, N. J. (2003). Pencil grips, legibility, and speed of fourth-graders’ writing in cursive. American Journal of Occupational Therapy, 57(3), 284-288.

Schwellnus, H., Carnahan, H., Kushki, A., Polatajko, H., Missiuna, C., & Chau, T. (2012). Effect of pencil grasp on the speed and legibility of handwriting after a 10-minute copy task in Grade 4 children. Australian Occupational Therapy Journal, 59(3), 180-187.

Schwellnus, H., Carnahan, H., Kushki, A., Polatajko, H., Missiuna, C., & Chau, T. (2013). Effect of pencil grasp on the speed and legibility of handwriting in children. American Journal of Occupational Therapy, 67(6), 718-726.

Wallen, M., Duff, S., Goyen, T.-A., & Froude, E. (2013). Respecting the evidence: Responsible assessment and effective intervention for children with handwriting difficulties. Australian Occupational Therapy Journal, 60(5), 366–369. https://doi.org/10.1111/1440-1630.12045

▲ I highy recommend ▲

Developing Writing Readiness

Writing involves much more than just holding a pencil. Before mastering letter formation, children need to develop:

• Core strength and posture control
• Shoulder and arm stability
• Fine motor skills
• Hand-eye coordination
• Visual perception

Consider these engaging activities to build writing foundations:

• Encourage drawing and coloring with various tools (crayons, markers, chalk)
• Practice pre-writing shapes through sensory activities like drawing in sand or shaving cream
• Strengthen hand muscles through play dough, threading beads, and using tweezers
• Set up art stations that allow for vertical surface work to build shoulder strength

Creating a Learning-Ready Environment

Success in kindergarten extends beyond academic skills. Focus on developing:

• Independent self-care skills (managing bathroom needs, opening lunch containers)
• Following multi-step directions
• Maintaining attention during structured activities
• Social skills and emotional regulation
• Organizational skills and responsibility for belongings

Children who struggle with handwriting may benefit from accommodations in the classroom including use of the computer and typing to complete written communication.  In this article, there are strategies and tips on how to implement a keyboarding club to teach keyboarding and computer skills.  A keyboarding club can be used as an accommodation to written work, or a necessary functional skill.

KEYBOARDING CLUBS AND HANDWRITING

Handwriting can be a difficult and stressful action for many children.  What happens when no matter what interventions are attempted, the child simply cannot function with the details and cohesiveness of completing all of the “parts” of written work?  There can be a point when kids would be better off just typing as an accommodation in school work.  With the use of keyboards and screens available in classrooms, homes, work places, and communities, there is more of a need for independence with keyboarding skills than perhaps in our past generations.  

Children begin computer use when they enter kindergarten.  Children are using computers in the classroom and at home at a very young age.  So, when the accommodation of using keyboard skills over handwriting is approached, it can be an easy flow into function.

With modern technologies, keyboarding is as commonplace as handwriting in the development and growth of a child.

One strategy that can help with improving speed and accuracy as a handwriting modification is the use of a Keyboarding Club or group.

It is suggested by researchers that keyboarding instruction with correct finger placement begin in the third grade. Developmentally, this is an effective time for using finger dexterity skills, visual motor integration abilities, attention and focus, and visual perception needed to shift the vision from multiple planes.

Using keyboarding instruction curriculum can be a viable option for kids who struggle with handwriting.  When required to compose thoughts onto paper, underlying handwriting issues may prevent creativity, construction, and fluency of written composition as well as legibility when performing these types of tasks.

A keyboarding program can and should be an intervention to accommodate handwriting needs AND a strategy for development in typical and modern educational needs.  Keyboarding is an effective accommodation for struggles with the fine motor, visual perceptual, or sensory needs of handwriting that can be used in the classroom.

While there are many free keyboarding instruction programs available, it can be difficult for parents and teachers to find time within schedules to try and maintain participation in a keyboarding program.

With after school activities, graded homework, and other factors limiting time, participating in activities like a keyboarding program fall in priority.  A keyboarding club can be the intervention needed to allow kids to learn the skills needed as an accommodation to handwriting as well as learning keyboarding skills needed for classroom tasks.

Using a keyboarding program can be a helpful alternative to written work, allowing for efficient communication, legibility, and composition of thoughts.  Using computer work as an alternative to handwriting may be a necessary intervention in the classroom.

RESPONSE TO INTERVENTION (RTI) AND KEYBOARDING SKILLS 

As with other educational and functional skills performed in the classroom, Occupational Therapist practitioners may approach treatment with a Response to Intervention (RtI) approach.

Response to Intervention is an approach that addresses each individual student’s learning needs and adjusts education to meet the needs of the student.

Children can first be identified as potential candidates to participate in a keyboarding program.  These might be students who would benefit from keyboarding as an accommodation to handwriting.  Students should show an interest in participating in a keyboarding program as well.

A keyboarding program using Response to Intervention in the school setting would involve screening, assessment of skills, small group instruction, and progress monitoring.  Following instruction and participation in a keyboarding program for a period of several sessions or weeks, students can be re-assessed to monitor progress.  When progress is limited, there are other keyboarding programs that can be of help.

As with any instructional program, keyboarding can be a novel and fun concept at first.  However, after repeated trials of practice and quizzes, it can become boring for children.  Without a drive to learn to type correctly, kids may quit, give up, or balk at participation.  Keeping that in mind, keyboarding programs should involve creative ways to practice skills such as speed, finger placement, and accuracy.

At the start of a keyboarding program and before beginning instruction, students should be assessed in speed of copying a sentence using handwriting, typing speed, and accuracy on a keyboard writing assignment. It has been found that students whose typing speed equaled or exceeded their handwriting speed showed greater competence in the content of narrative writing when using a word processor than when handwriting.

Keyboarding Club Activities

• During a typical keyboarding club meeting, there can be a schedule of activities that guide each meeting.  

Warm-Up Exercises 

• Warm up with bilateral coordination exercises, hand warm-up activities, finger isolation exercises, tendon gliding exercises, and opposition exercises. 

Organizing Activities 

• Proprioception tasks and core facilitation exercises including chair push ups, wall push ups, and heavy work tasks.

Letter Placement Instruction 

• Any new letters should be covered with proper finger placement. 
• Review of any previous lessons should be covered. 
• Use of multi-sensory and motor instruction in letter placement including gross motor activities.

Posture Check and Self-Assessment 

• Use of a posture self-assessment checklist 

Skills to Monitor

• Posture
• Hand placement
• Finger placement
• Typing accuracy
• Typing rhythm
• Typing speed
• Ease of bilateral coordination

Typing Activity

Use of a keyboarding program should be implemented and maintained over a period of several weeks and sessions with progress monitored.

DETAILS OF A KEYBOARDING CLUB FOR KIDS

A keyboarding club can operate on many different levels.  It can be a daily activity for a short term such as two weeks, Monday through Friday or it can operate 2 or 3 times a week for 4-6 weeks.  

Because of the tendency for repetition, it is beneficial to keep the duration of the club to a limited time.  There is the potential for additional sessions of a keyboarding club.

Children who are participating in a keyboarding club should remain on the same lesson each session.  Sessions should be limited to 20-30 minutes at a time.

Involving several children into the act of learning new skills allows use of group dynamics in the learning process.

KEYBOARDING CLUB TYPING PROGRAMS

• Learn To Type – This website is a great tool for practicing lessons that are broken down by row, upper case, and punctuation.  There are tips for practice and each test accounts for accuracy and speed. 

• Sense-Lang – Another online typing program. This site provides interactive tutorials and games to engage students.

• TypingClub – This free online typing curriculum moves kids through lessons.  Kids can master each level and receive badges of completion. This program seems more like a game than lessons.
• Typing Club Google Chrome extension– This is a free program that can be downloaded to your browser. Kids can learn touch typing and work toward increasing speeds of typing.

Try these typing games when kids seem to be bored with the programming of your Keyboarding Club:

• Big Brown Bear
• NitroTyping
• Popcorn Typer

Other tasks that may be included in a keyboarding club include:

• Computer component identification
• Supply organization (including folder with practice sheets, etc)
• Ability to turn on, re-boot, access, start, and shut down software programs
• Storing files on a computer
• Accessing stored files on a computer
• Composing emails, letters, and filling in forms
• Proofreading and editing
• Completing writing prompts without copying from a text

Resources:

• Mahan, T.  (2002). Flying Fingers Keyboarding Club: Building Keyboarding Skills Through the Response to Intervention Approach. OT Practice, 17(3), 14-20. 

• Rogers, J., & Case-Smith, J. (2002). Relationships Between Handwriting and Keyboarding. Performance of Sixth-Grade Students. The American Journal of Occupational Therapy, 56(1), 34-39.

Can typing solve all writing problems?

Understanding the connection between fine motor skills and typing is essential in the age of laptops and tablets. The debate about handwriting versus typing for students with difficulties has taken center stage. The common notion is that if a child struggles with pen and paper, they can simply transition to typing. But is typing really the golden ticket to academic success?

The Two Typing Styles

Typing, much like handwriting, comes in different flavors. There’s the classic “hunt and peck” method, where one finger takes on the strenous task of navigating the entire keyboard. It might be slower than a turtle on a leisurely stroll, but for those with significant fine motor challenges, it’s a viable option. The secret? Mastering the art of isolating a single finger and directing it to the right letters.

On the flip side, we have touch typing, the Usain Bolt of keyboarding. In this method, each finger has a designated area of the keyboard, a bit like assigning musical notes to different keys. While it requires less brute strength, it demands a dance of motor coordination that makes juggling look like child’s play. Touch typing is the fast typing method, but here’s the catch—it’s not a skill you acquire overnight.

Let’s talk about fine motor skills. One-finger typists need the finesse to isolate and move a single finger around the keyboard. It’s a slow process, but it beats the muscle exertion involved in the intense scribbling of handwritten notes.

Now, enter touch typing, the master of fine motor coordination. To master this skill, you must conduct a sequence of tiny, controlled finger movements in a confined space. It’s like trying to pat your head and rub your stomach simultaneously, but on a much smaller and more precise scale. These nimble finger movements require the same muscle coordination as tasks involving in-hand manipulation, making it a mini workout for the hand.

Here’s the kicker—touch typing isn’t a skill you pick up over a weekend. It’s a journey, a quest for the holy grail of keyboarding. It takes practice, dedication, and a sprinkle of patience. Once you’ve ascended to touch typing, the speed it offers becomes a superpower, leaving the ink and paper in its dust.

So, is typing the answer to all our writing challenges? Well, it’s a versatile tool that comes in different shapes and speeds. For those with significant motor coordination issues, one-finger typing might be the convenient way to a digital world. Meanwhile, touch typing stands as a beacon for those who seek speed and efficiency without the muscle strain.

In this great keyboard debate, it is by choice. Whether it’s the slow one-finger typing or the intricate touch typing, the keyboard provides a stage for everyone, one keystroke at a time.

If you have a child who is learning to type, you might be getting tired of doing the same typing programs or activities again, and again and again. Or maybe the child is struggling to pick up typing skills because of physical limitations or delays. Fortunately, incorporating creative activities to help children learn to type can make a massive difference.

There are many ways you can work on skills needed for typing without even touching a keyboard. This article will share some activities you can use to help children learn to type.

Typing is a very complex skill that involves many things working together. Things like fine motor skills, finger dexterity, visual motor skills, bilateral coordination, are just a few of the skills needed.

If you have a child who is struggling with handwriting, typing may be suggested as an alternative. While a child does not have to worry about legibility, letter formations, and other handwriting skills, typing can still be a challenging skill for some.

In the age of technology, typing is definitely a good skill to have. But there are many ways you can improve typing by working on the skills below.

Activities to Help Promote Typing Skills

1. Finger warm-up activities

Typing can be a repetitive motion so warming up the fingers is important. You can do some simple finger warm-up exercises, like these.

• Put On Imaginary Gloves: Pull on your “gloves” by applying firm pressure to the fingers and back of each hand. This provides proprioceptive and tactile feedback and prepares the muscles for movement.
• Finger Push-Ups: Place the tips of your fingers together and straighten the fingers while pushing the fingertips against each other.
• Piano Fingers: Drum your fingers on the table or desk as if playing the piano. Make sure each finger touches the desk. You can also work on fast vs. slow movements with this. “How slowly can you play the piano?” “How fast can you play the piano?” “Can you use both hands together to play the piano?” (works on bilateral coordination skills).

2. Playing a musical instrument like the piano

Playing a musical instrument uses many of the same skills that are needed for typing. Visual scanning, muscle memory, finger dexterity, hand strength, bilateral coordination are just some. Other instruments such as the violin, guitar, or cello can be helpful, however the piano is most like typing in that the hands are in the same position.

3. Working on bilateral coordination activities

Bilateral coordination skills include using both hands together. Here are 7 bilateral coordination activities that can help.

• Stencils: make sure they hold the stencil with one hand while tracing with the other hand.
• Hand clapping rhymes
• Lacing activities: lacing cards, lace up stockings (two pieces of construction paper with holes punched around the edges).
• Liter tube: cut off the bottom of 2, two liter bottles. Stuff the bottles with crumpled colored paper. Use clear packing tape to connect wide ends of the bottle together. Hand the child hold “handles” with both hands. Toss crumpled paper or soft ball for child to hit with the liter tube.
• Games to help promote this skill include: Bop It, Mr. Potato Head (make sure the child stabilizes the head with one hand while placing body parts with the other hand), Rubik’s cube, Etch-A-Sketch, rhythm sticks, Legos.
• Play Four Square: make sure the child uses both hands to bounce the ball.
• Ball and balloon games: have the child use both hands to pass the ball or balloon overhead, between legs, roll at a target, etc.

4. Working on visual motor skills

Visual motor skills include visual scanning, eye-hand coordination activities and more. Jumping game, origami, flashlight tag, mazes, puzzles, connect the dots and other similar activities are all great for working on visual motor skills.

5. Other Activities to Help with Typing 

Use an old keyboard and have a set of alphabet stickers next to it. Call out different letters of the alphabet and have the child peel the sticker off and place it on top of the corresponding letter key. You can add a timed element once the child gets the hang of it and see if they can beat their own time. This works on visual scanning, finger dexterity, strength and bilateral coordination for peeling of the stickers.

As an occupational therapist working in schools, I’ve discovered that the best interventions often feel like play. That’s why I’m excited to share a free Thanksgiving-themed cryptogram with our wonderful community of therapists, teachers, and parents.

Why Cryptograms?

These decode-the-message puzzles are more than just fun – they’re powerful tools for developing essential skills:

1. Visual Processing
   • Tracking left to right
   • Scanning for patterns
   • Discriminating between similar letters
2. Cognitive Skills
   • Problem-solving strategies
   • Working memory enhancement
   • Pattern recognition
3. Fine Motor Development
   • Handwriting practice
   • Precise letter formation
   • Optional cutting activities

Three Difficulty Levels

Our free cryptogram comes in three levels to ensure success for all students:

• Beginner: Letter-by-letter hints
• Intermediate: Word patterns
• Advanced: Minimal assistance

Download your free copy below and watch your students light up as they crack the code!

Need more engaging activities? Check out our full Cryptogram Activity Packet, now available at a special holiday price!

If you’re working with your child on their coordination, there are toys on the market to improve their fine motor skills. Let’s first talk about what motor coordination and in-hand manipulation are.

Motor skills are your ability to move yourself and other objects, and they’re skills that develop as your child grows. In-hand manipulation is the ability to pick up an object and turn or manipulate it in your hand so that it’s in the right position.

A great example of this would be using change. When you’ve got a handful of coins, you need to manipulate the quarter with your index and thumb fingers, in order to place it correctly into a vending machine. But for children learning and developing, having toys that can develop these skills can be important for their development.  Children typically start to develop this ability around the 18 months mark, up through kindergarten.

For occupational therapy and improving your child’s fine motor skills, there are toys on the market that can be used to grow their abilities. While almost any toy with pegs or pieces that need to be put in place or manipulated will help with their fine motor development, here are a few specific ideas to try.

• Travel Lite Brite

Did you know that this iconic toy has a travel version, for busy families on the go? The original version works fine as well, but if you’re bringing items to OT or you’re looking for toys that you can use while you’re away from home, the Travel Lite Brite is an excellent choice.

The toy requires your child to make a decision with pattern cards, placing pegs in the toy, which lights up and creates an image. Because the pattern cards can be a bit difficult to push through, this is not only a great fine motor activity but one that’s great for hand strength as well.

When using this toy with your child it’s important to see if they’re avoiding in-hand manipulation by using one hand to pick the pegs up, and another to maneuver or place them. If you see your child doing this, you can gently correct and model how to manipulate the pieces, and have them practice the movement.

• A Mancala set

Another classic child’s game you can use to develop your child’s fine motor skills is Mancala. The game is great for children of all ages, as long as they’re able to pick up the small pieces. It is definitely one where you’ll need to be watching to make sure children don’t swallow any pieces!

At its heart, it is a strategy game, where you pick up all of the marbles in a cup space and move them to other cup spaces, but even if your child can’t master the strategy element just yet, it does offer some great in-hand manipulation practice time.

Your child will need to move the marbles to the tips of their fingers and let them go into the cup. Some children will avoid in-hand manipulation with Mancala by dropping them and using gravity to finish the task, but you can gently correct and show them how to properly place the marbles in the spaces.

These are just a few of the toys you can use to improve your child’s fine motor skills, but they’re an excellent starting off point. Spending time with your child working on in-hand manipulation will help them develop their skills tremendously, and you’ll also all benefit from spending quality time together, engaged in play.