The paper suggests that the teaching of handwriting to children with a language handicap should be delayed until it can be integrated with phonic reading instruction. Prewriting exercises and alternative forms of writing should precede the instruction of handwriting. The writing of single letters and common letter clusters or short words should be taught in parallel, using print (manuscript) style for the former, and cursive style for the latter. Three different types of handwriting lessons aiming respectively at instruction, automatization and application are described.
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