Building Blocks for Handwriting
What Skills do Children Need for Handwriting?
Handwriting is one of the fundamental skills children need to develop, yet it’s often more complex than it might first appear.
As a paediatric occupational therapist, I work with children every day who face challenges with handwriting.
Challenges like; difficulty with forming letters, maintaining a functional grasp or struggling with the pace and consistency of writing.
But here’s the thing: handwriting requires more than simply writing neat letters on a page. It involves coordinating many underlying skills such as cognitive development, visual-perceptual development and motor development which are all interconnected.
So, what building blocks are needed for handwriting performance? Let’s break it down.
Developmental Foundations for Writing
Hand Strength:
Handwriting requires strength in the small muscles of the hands and fingers. Without enough hand strength, children might struggle to hold their pencil correctly, apply the right amount of pressure, or have difficulty writing for long periods without getting fatigued.
Pencil Grip:
The way a child holds their pencil plays a huge role in their handwriting. It can affect both the efficiency of their writing and the control they have over their pencil. An non-functional grasp, or using too much or too little pressure, can lead to fatigue or poor letter formation.
Fine Motor Skills:
These skills involve the small muscles of the hands and fingers, and they’re crucial for controlling a pencil and making precise movements.
For example, children need the ability to grip the pencil, control its movement, and apply the right amount of pressure to the paper. The ability to isolate the thumb, index, and middle fingers for writing is crucial. Without fine motor control, a child might struggle to form letters clearly or write legibly. If you would like more information on fine motor skills check our blog (https://www.cooeespeech.com.au/2024/08/fine-motor-skills-the-milestones-and-how-to-support-development).
Visual Perception:
Visual perception plays a key role in handwriting, involving skills like spatial awareness and the ability to recognize, process, and reproduce letters.
Children need to develop a mental image of each letter and plan how to write it.
Those with difficulty in spatial awareness may struggle with letter size, spacing, and arrangement on the page, while also confusing letters or numbers (e.g., ‘b’ and ‘d’). These challenges can affect legibility, as they have trouble visualizing the shapes and sizes of letters.
Visual-Motor Integration:
Handwriting isn’t just about using your hands — it also involves coordinating what your eyes see with the movements of your hands. This is called visual-motor integration, and it’s crucial for writing or copying letters that are the right size and shape, and for staying within the lines. Kids who struggle with visual-motor integration may have trouble with letter formation or keeping their handwriting legible.
Letter and Number Awareness:
A child needs to be familiar with how letters and numbers look, their correct formation, and where they should go on the page. Understanding the difference between letters and numbers, their orientation, and how to form them is an essential part of handwriting.
Pencil Control and Mechanics:
Good handwriting requires control over the pencil itself. This involves knowing how much pressure to apply and being able to move the pencil smoothly without gripping it too tight or too loose. When the pencil is held correctly and moved efficiently, the writing process becomes a lot easier and less tiring.
Spacing and Letter Formation:
When kids are learning to write, they also need to learn where each letter starts, how to form it correctly, and how to space their letters and words appropriately. Letter formation and spacing are huge factors in making handwriting legible and consistent.
Sensory Processing:
Sensory processing can significantly impact handwriting, as children may struggle with sensory input from their environment or their own body. Children who are more sensitive to sensory input might find the feel of the pencil uncomfortable, while those who are less responsive may apply too little pressure or have difficulty feeling the pencil in their hand. When children aren’t well-regulated, they may become distracted by external stimuli in their environment like light reflections in the classroom, other children walking around the room, or lots of noise around them. When the body is not regulated, it can be difficult for children to to remain focused and they may appear distracted or disengage from the task.
Postural Control and Shoulder Stability:
Postural control, or postural stability, refers to a child’s ability to maintain their posture upright against gravity, stabilising their trunk and neck, and ensuring balance with regard to the environment and/or task. This allows them to use their arms and hands effectively. Children with reduced postural control may find it , finding it hard to write neatly or for extended periods. If you would like more information on postural control, please check our our blog post here (https://www.cooeespeech.com.au/2024/08/what-is-postural-control-and-why-is-it-so-important)
Planning and Sequencing:
Writing isn’t just about moving your hand — it also requires planning and sequencing. A child needs to plan how to form each letter, space words correctly, and organize their thoughts before starting to write. Without these skills, handwriting may become disorganized, with inconsistent letter sizes or poor alignment. Effective planning allows children to approach each writing task step-by-step, ensuring clarity and structure in their work.
Attention and Focus:
Handwriting is an attention-intensive task. Children need to focus on both the act of writing and the content they are writing. A child who is easily distracted may struggle with completing assignments or making their writing legible.
Emotional Regulation
A child’s emotional state can greatly affect their handwriting. If they’re anxious or frustrated, it can be harder for them to focus on writing.
Bilateral Coordination:
This is the ability to use both sides of the body together in a coordinated way. In handwriting, this might involve holding the paper with one hand while writing with the other
As you can see, there are a variety of developmental skills that underpin a child’s writing ability.
If you are concerned about your child’s handwriting skills or would like further information regarding therapy or the intervention process, please don’t hesitate to get in touch with our Occupational Therapists via [email protected] or call us at the clinic on (07) 3265 4495.
If you are wanting more information about whether Speech Pathology or Occupational Therapy is needed for your child’s writing difficulties, please check out our blog post here https://www.cooeespeech.com.au/2024/04/helping-children-with-writing-speech-pathology-or-occupational-therapy

Written by Helena Manicaros, 2024 (Occupational Therapist)
References:
McCulloch, M., et al. (2022). Fine motor skills and handwriting: Implications for occupational therapy practice. Journal of Occupational Therapy, Schools, & Early Intervention.
Fink, L. M., et al. (2021). Postural control and its impact on fine motor tasks: A longitudinal study. Developmental Neuropsychology.
Angell, M., et al. (2023). Sensory modulation and handwriting performance in children with developmental coordination disorder. International Journal of Occupational Therapy.
Bissell, S., & Carter, A. (2023). Visual-motor integration deficits and their role in handwriting performance. Occupational Therapy International.
Nouri, M., & Holtz, B. (2020). Pencil grip and its effect on handwriting development in early childhood. Journal of Early Childhood Education.
Lowe, J., et al. (2022). The role of spatial awareness in handwriting and academic performance. Journal of Educational Psychology.
Stewart, J., et al. (2023). Visual perception and its link to handwriting difficulties in school-age children. Journal of Occupational Therapy Practice.