OccupationalTherapy.com Phone: 866-782-9924


Handwriting Expectations for 4th Grade and Beyond

Marina Scott, MS, OTR/L

October 1, 2019

Share:

Question

What are 4th grade and beyond expectations for handwriting?

Answer

Here are some of the things that should be solidified by fourth grade.

  • The grip is established.
  • Letter memory is well established.
  • Some students have developed a handwriting style.
  • Cursive has been or is being taught.

Most kids have a grip established. When somebody says a child has "a poor grip," it is unlikely that it is going to change. While it is certainly something that you could work on, but think about how long these kids had been writers. They have learned how to hold on to their pencils by this time. Letter memories are also well established. They should have no problem recalling how to form letters. Some students have developed a handwriting style, while some students have not. Cursive is usually taught in 3rd or 4th grade. Many places that still teach it starting in third grade and sharpen it up in fourth grade. 

  • Printing fluency is well established.
  • Cursive fluency is established (by the end of 4th grade).
  • Students can easily write a paragraph.
  • Habits (good or bad) are established.

Again, printing and cursive fluency should both be established by the end of fourth grade or should be. Students can easily write a paragraph, and whatever habits they have, good or bad, are also set by this grade.

Students should also be more focused on the content than on the mechanics. There are many kids who still struggle with mechanics. And by mechanics, I mean letter formation, sizing, spacing, and baseline orientation. These things should come pretty quickly and easily to students in fourth grade, but as I am sure you may have seen in your practice, it is not always the case. Mechanics should be secondary to what they are writing by this point. Once a child has learned incorrectly or has established bad habits,  this can be very difficult to change. If you are seeing a child for handwriting, you have to adjust your priorities for a fourth-grade level and move on. Speaking about habits, 2009 research from the College of London says it takes anywhere from 18 to 254 days, on average 66 days, to change a habit. That is a little less than half of the school year, and that would be practicing handwriting consistently every single solitary day.


marina scott

Marina Scott, MS, OTR/L

Marina Scott, MS, OTRL/L, has been an occupational therapist for 17 years. She has a Bachelor’s degree in Kinesiology and a Master’s degree in Occupational Therapy. She has spent her career in school districts both private and public, early intervention and private pediatric clinics. She has a daughter, and her hobbies include reading and knitting. 


Related Courses

Handwriting, 4th Grade And Beyond
Presented by Marina Scott, MS, OTR/L
Video

Presenter

Marina Scott, MS, OTR/L
Course: #4273Level: Introductory1 Hour
  'Informative milestones for hand writing'   Read Reviews
This course will look at handwriting in children in 4th grade through high school. Ideas and strategies will be given to help this age group with their handwriting skills.

OT And Dyslexia
Presented by Magan Gramling, OTR/L, CLT, CTP, CFNIP
Video

Presenter

Magan Gramling, OTR/L, CLT, CTP, CFNIP
Course: #6661Level: Introductory1 Hour
  'The information and encouragement for treating dyslexia'   Read Reviews
Identifying the common childhood disorder of dyslexia and the role of occupational therapy practitioners will be explored in this course.

Early Detection Of Cerebral Palsy: Best Practices And The Role Of Therapy Providers
Presented by Maria Baldino, OTD, MS, OTR/L, BCP, Lindsay Moore, PT, DPT, PCS
Video

Presenters

Maria Baldino, OTD, MS, OTR/L, BCPLindsay Moore, PT, DPT, PCS
Course: #6917Level: Introductory1 Hour
  'great overview of current CP diagnosis and treatment trends'   Read Reviews
This course will introduce the current best practices in the early detection, diagnosis, and intervention of cerebral palsy. Participants will explore therapists' critical role in identifying early signs, supporting clinical pathways, and guiding families through the process.

Foundations of Feeding Therapy for OTs: Anatomy, Physiology, Terms, and Tools
Presented by Samantha Heidenreich, OTD, MOT
Video

Presenter

Samantha Heidenreich, OTD, MOT
Course: #5382Level: Introductory1 Hour
  'It was good to learn about the anatomy and terminology of feeding because as OTs we administer feeding interventions as well'   Read Reviews
This course provides a foundational overview of the anatomy and physiology of the orofacial complex related to feeding therapy. The course also teaches commonly used terminology in this field of practice and provides an overview of therapeutic tools and their uses specifically for pediatric feeding therapy.

Using Adult Learning Theory To Enhance Coaching In Pediatric Feeding And Swallowing Intervention
Presented by Pam Smithy, MS, OTR/L, Rhonda Mattingly, Ed.D, CCC-SLP
Video

Presenters

Pam Smithy, MS, OTR/LRhonda Mattingly, Ed.D, CCC-SLP
Course: #6918Level: Intermediate1 Hour
  'Easy to understand'   Read Reviews
This course describes the application of adult learning theory to coaching within pediatric feeding and swallowing interventions. Grounded in adult learning principles, participants will gain tools to effectively collaborate with caregivers to share knowledge, utilize evidence-based strategies, and foster confidence to encourage positive feeding and swallowing outcomes.

Our site uses cookies to improve your experience. By using our site, you agree to our Privacy Policy.