Tag Archives: dot to dot writing books

Have More Fun When You Use Drawing To Develop Pre-Writing Skills



Why should learning to write mean a pile of boring worksheets?  It shouldn’t!  This week, try teaching your preschooler to draw fun shapes that mirror correct letter formation, start/sequence and connections, and watch their handwriting skills take off!

Why draw?  Because some kids need more practice, avoid writing due to fear of failure, or simply need their pre-writing practice to be more fun than traditional worksheets.  Handwriting Without Tears (HWT) does a terrific job of teaching pencil control skills in their preschool and kindergarten books, but their pages often don’t offer enough experience or variety for kids that struggle with pencil control.  I tried using multiple copies of their worksheets, but the kids I treated in occupational therapy sessions got bored too quickly.

I decided to develop tracing pages that naturally expand into guided and independent drawing practice.  As an example, kids have more fun drawing multiple large volcanos that imitate the correct formation of the letter “A” (two diagonal lines that start at the TOP) than writing the letter “A” on a worksheet ten times.  Connecting the lines at the bottom is also an easier way to teach children that they are aiming to connect the diagonal strokes when they write the horizontal line, not slashing wildly across them.

Kids usually enjoy embellishing their drawings.  This gives me more opportunities to work with them on pencil grasp and control skills.  Lava rocks are drawn as circles, and dripping lava curves down the volcano like the letter “S”.  Exploding lava can shoot out of the top of your volcano, curve and drop down onto the ground.  This drawing stroke is very similar to the tricky initial stroke that forms a lowercase “f” (a letter that trips up more kindergarteners and first graders than I can count!).  Beginning a crayon stroke at the top of the volcano is actually an important motor control skill needed for all the letters with top connections such as “F”, “D”, and “P”.   Children will work harder to make this connection because they think it is so cool that volcanoes explode!!

I use gray tracing lines for my beginner drawings for the same reason that HWT uses gray crayon strokes in their preschool workbooks.  Tracing, not connecting dots, helps kids understand that letters and numbers are made of  a sequence of strokes.  The alternative?  I see four year-olds writing the letter “L” without creating a sharp angle at the bottom; it’s a swoop.  I also see the letters “A” and “M” starting at the bottom, then curving up and around in a single line.  Oops!

An important goal of learning uppercase letters first is that these larger, simpler strokes are required motor practice for the finer movements needed to execute the trace-backs and reversals of lowercase letters such as “a”, “b”, “d”, and “p”.  I know exactly what happens if a child doesn’t have the control necessary to learn lowercase letter formation.  If I had a dollar for every letter “a” made from a little circle placed next to a short line….!

Incorrect letter formation and poor control are two of the most common reasons that children in first or second grade are identified as slow or sloppy writers and get referrals to OT for handwriting.  Not every child is able to or interested in re-learning correct handwriting skills later on, and why should anyone have to re-learn handwriting?  Don’t teachers (and OTs) have better things to do?  Teach it correctly the first time!

Drawing gives kids the visual-motor practice they need while providing a fun, creative experience that adds depth to classroom lesson plans about nature, holidays and other subjects.  Try drawing flags, birthday cakes (always a favorite), ice cream cones and more!



Why Dot-To-Dot Letter Practice Slows Down Writing Speed and Legibility

geo beach.jpeg

These beach umbrellas look like a dot-to-dot picture!

Most workbooks feature dot-to-dot practice for writing letters.  They shouldn’t.  Why?  The answer is obvious if you know how to teach handwriting.  The biggest problem is that so few people understand how children learn to write, and what gets in their way.

There are 3 stages of learning:  imitating an adult, copying printed materials, and independently writing a letter.  When the first stage of instruction is too short, poorly attended to (imagine a distracting preschool room) or nonexistent (“go practice at the writing table during your free period”), children end up drawing their letters, unaware of how letters are correctly constructed.  Dot-to-dot worksheets encourage drawing letters. They do a very poor job of teaching correct formation and a good job of encouraging bad habits in handwriting.

These worksheets, even the ones with a starting dot or arrow, cannot be followed correctly by most very young children.  They look at the letter “a” in the same way I look at a Chinese character or a hieroglyph.  I could probably copy it, but I have no idea which lines make a single stroke, which to write first, second and third, and no sense that it should be similar to other characters.  Children really don’t follow a tiny arrow or understand that numbering the strokes means that a tiny number two at the top means “This is your second stroke”.  Older children do, but they aren’t the ones laboring over the dot-to-dot letter pages.  There is a better way.

To make my point clear, look at the letters that Handwriting Without Tears calls the “magic c letters”:  c, o, a, d, and g.  By the way, are you wondering why “q” isn’t in the group, since it is formed in a similar manner?  They add “q” later in instruction, due to the potential confusion with “g”,which is a more commonly used letter in English.  I have seen a single child write the letter “c” made starting at the baseline and curving up, then make the letter “o” correctly by first writing a “c”, and then write letters “a”, “g” and “d”  by drawing circles and adding straight or curved lines.

This method of letter formation never looks neat once children have to write full sentences with some speed.  It can’t look good, as the pencil control required to write well with these strategies is too challenging for young children once they have to write more than a few letters.  Ooops! Where did they come up with all those different methods of writing letters that should be made by starting with the letter “c” and then continuing to form the specific letter?   They figured it out for themselves, since no one was watching!

The “Magic C” approach is brilliant because it is simple to recall and it creates control and automaticity, two hallmarks of legible handwriting.  Dot-to-dot writing leads children down a path riddled with possible bad habits.

So are dot-to-dot pictures a terrible idea?  Not at all.  I love the way children have to control pencil strokes and visually scan the page.  They are great visual-motor fun.   There are complex dot-to-dot pictures with over 200 dots that really challenge kindergarteners who can count.  Just don’t teach letters this way!