Handwriting

Letter formation, spacing, or line use breaks down, especially as the writing task lengthens.

• Watch the eyes, not just the hand: does the student look at the page while writing, or write by feel?
• Compare copied writing with dictated writing. A large gap implicates the visual side rather than motor output.
• Check postural and core stability — an unstable base changes everything above it.

• Level 4: Visual-Motor Integration

  Visual guidance of the pen is the direct contributor.

• Level 3: Visual Processing

  Spatial and form perception drive spacing and letter orientation.

• Level 5: Functional Integration

  Quality holds for a sentence and collapses across a page.

Nothing tagged for this step yet.

Nothing tagged for this step yet.

• Slant board or clipboard to bring the page into a usable visual plane.
• Raised-line or highlighted-boundary paper before reducing letter size expectations.
• Grade the volume of writing, not the quality standard.

• Vertical surface work — easel, window, taped paper on a wall.
• Short, playful pre-writing games rather than extra homework pages.

• Legible words per minute on a standard copying probe.
• Percentage of letters placed on the line across a full page.
• Student-reported hand or eye fatigue at the end of a writing task.

Re-screen the limiting level after 6–8 weeks of consistent intervention. If the occupational problem has not changed while the contributing level has, look upstream for a different limiting factor. If neither has changed, or symptoms are worsening, refer out rather than continuing to treat.