Handwriting Literacy Flashcards
Literacy
Reading, writing, speaking and listening skills
pre literacy
the acquisition of precursors to language
Emergent literacy
early use and understanding of language. Follow simple directions, use their words to have their needs met.
Early Literacy
Precursors for reading and writing.
Understanding the connection between the visual letters and the sound that is associated.
Conventional Literacy
skills used for reading and writing
For example: decoding, comprehension, writing words and sentences.
LITERACY PREDICTORS
- alphabet knowledge
- phonological awareness
- rapid automatic naming of letters or digits
- Rapid automatic naming of objects or colors
- writing or writing name
- phonological memory
LITERACY IN ELEMENTARY SCHOOL
Phonemic awareness
Word decoding
Spelling
Handwriting
Reading fluency
Comprehension
Written expression
LITERACY IN MIDDLE AND HIGH SCHOOL
Reading to expand knowledge
Analyze information
Develop own opinions based on reading
Writing as part of the learning process to convey knowledge of material
Textbook design
LITERACY AND OT
Collaboration at the school or district level
Understand strengths and needs in literacy
Support development of vocabulary, alphabet knowledge and phonological awareness
EBP- Teacher instruction, cognitive strategies, service delivery,
Determine need for AT
SPECIFIC OT SKILLS
Visual Attention
Visual Memory
Visual Discrimination
OCCUPATION AND PARTICIPATION APPROACH TO READING (OPARI)
Active participation of the person within context of reading
Challenges within current reading programs
“The OPARI proposes that occupational therapists become actively involved in supporting children with literacy challenges not as an expert of reading skill intervention but as an advocate for increased participation in reading as an occupation and as a related service in schools to support the reading intervention team (teachers, reading specialists and tutors, speech-language pathologists)” (Grajo & Candler, 2016, pg. 74)
Assessment: The Inventory of Reading Occupations- Pediatric (IRO)
Dimensions of Reading:
Preference - do they like to read?
* Mastery
* Frequency
* Reading Environments
* Social Supports
* Access to Materials
HAND PREFERENCE
Development and environment influence degree of hand preference
Degree of preference is considered more important when looking at a lack of hand preference
Which is used more frequently and for what tasks?
Development of Handedness
Birth- uncontrolled and reflexive movement of upper limbs; dependent on trunk control (head stability)
- months- Bilateral movements are symmetrical and simultaneous resulting in bilateral body and object exploration and hand play
6 months- Postural control develops resulting in weight bearing and trunk rotation. Able to hold an object with one hand and reaching for another with the other
8 months- radial palmar grasp; simultaneous holding and banging of two objects
12 months- Pincer grasp forms. Able to assume and maintain a good sitting posture. Midline crossing tends to occur only when one hand is occupied, hand preference (one holds and one manipulates)
18 months- Hand preference/consistency emerging according to some researchers
24 months- The preferred hand becomes more active in manipulating and the non-preferred hand becomes more the stabilizer and assist.
3-4 years: Direction (R v L) of hand development more evident
5-7 years: Improved bilateral differentiation (dominant/assist)
6 years: full establishment of dominance. (Gesell and Ames, 1947)
Individually-paced neurophysiologic process; intricate relationship between hand preference, crossing midline, bimanual coordination, all closely linked to the development of the corpus callosum
performance skills 4-5 years old
Draws using a dynamic tripod grasp.
Copies simple shapes and own name
Completes puzzles up to 10 pieces
Colors within lines
Draws stick figure
Strings small beads
Handwriting readiness
What can impact a child’s ability to write?
Maturity
Environmental experiences
Interest level - have they been read to?
Pencil Grip Progression
Upper extremity support
Wrist and hand development
Visual control
Bilateral integration
Spatial analysis
Kinesthesia
Hand grasp
As fine motor skills mature, three hand characteristics develop.
Development of a transverse arch (thumb side to the pinky side), giving a curved look to the back of the hand.
An “open web space” between the thumb and forefinger when holding objects.
Separation of the two sides of the hand evolves, with the
- thumb side developing refined dexterity skills
- pinky side offers strength and stability.
