Letter Formation

Writing and spelling is supported by three aspects of memory: The first is visual memory, the second is auditory memory, the third is proprioceptive (muscle) memory. We usually think of muscle memory in relation to riding a bike or playing piano or knitting. Although we seldom think about it, writing is also carried out by the muscles. If the task is carried out the same way every time, it becomes a powerful support system, particularly for the student who has weak visual and/or auditory memory.

The first consideration is the ability to visually recognise the difference between letters and words. Can the student differentiate between b and d / form and from? The difficulty may be a matter of capacity (see the info on VAS) or it may be a more serious visual perception difficulty - see Learning Difficulties (side menu).

The second consideration is the inevitable change from printing to linked writing, be it script or cursive. A student who consistently uses the correct letter formation will make an easy and smooth transition into linked writing.

The third reason is perhaps the most critical of all. Correct letter formation from the beginning will in most cases prevent b/d/p/q reversal confusion from occurring. As b, d and p are such high frequency letters in the early stages of learning to read and write, correct letter formation can make the difference between one student who loves to read and one who stumbles over every second word and becomes a struggler. (56% of simple words contain one or more of the letters b,d or p.)

The widely spread practice of seating students so that they do not always face the front in class compounds reversal problems; worse still is placing students in different positions from day to day. At the base of reversal problems is left-right confusion. Do the students in the classroom a favour by having them face the front at all times during language and maths sessions.

The student who begins writing both a 'b' and a 'd' with a stroke can become easily confused as to which side to place the circle. The 'bat and ball' or the 'drum and stick' are confusing for the student with sequencing problems for he/she may think "Is it the ball and the bat or the bat and the ball?" The word 'bed' making a 'bed shape' is a little more robust but slow and cumbersome.

The first stage of confusion is at the visual matching level; the student can't visually match a 'b' with another 'b' consistently. This must be rectified before attempting to match shape with sound.

The second stage of confusion is matching sound to print; the student can see the difference in the shape of the letters but doesn't know which sound to attach to which letter shape when reading.

The third stage of confusion is matching the letter's shape (from memory) to the letter's sound when spelling; the student who has no firm muscle memory of how to represent a sound is at a serious disadvantage. When trying to form the shape that represents the 'd' sound, he may make a downstroke and become confused as to which side he should form the circle. A 'd' written in the same manner as a 'tall a' presents no such problem and will readily progress to linked writing.