Teach children consistent formation of letters using a continuous stroke if possible.

Children should learn a highly consistent way to form a given letter every time they write it. Although some letters, such as f and t, require lifting the pencil from the paper to make a second stroke, teach letter formation using a continuous stroke (without lifting the pencil from the paper) when possible.

For example, teach children to write the letter b by starting at the top with a vertical stroke, then making the loop to the right without lifting the pencil, rather than having children form the vertical line and the loop in separate strokes.

Focus initially on learning the motor pattern rather than perfect legibility or size.

When children are learning to form a new letter, it is helpful to begin with large movements such as forming the letter in the air; have children use a sweeping movement with the entire arm, not just the hand. This initial practice should emphasize learning the motor pattern with correct formation of the letter (e.g., as discussed for the letter b above) rather than writing the letter on paper with perfect legibility or size.

Teach similarly formed letters together, and use an instructional sequence that takes into account both ease of formation and frequency in words.
For instance, the manuscript letters c, a, and d all begin with the same loop and can be taught in one group; i should be taught before y because it is simpler to form and is needed more frequently to write words.

Separate reversible letters such as b and d. Children appear less likely to confuse visually similar letters if they have learned one letter of a confusable pair well prior to introduction of the other letter of the pair. In addition, it can be helpful to teach children to form confusable letters differently; for example, b starts at the top whereas d starts with the loop.

Use written arrow cues to help children remember how to form letters.
Especially when the teacher is working with large groups of youngsters, monitoring each child while he or she is writing may be difficult. Written arrow cues for tracing dotted letters and copying letters are important so that children do not inadvertently practice incorrect letter formation repeatedly.

For children at beginning stages of reading and spelling, integrate handwriting instruction with instruction in letter sounds.
For instance, while children are practicing writing a given letter, they can also be saying the sound the letter makes.

In teaching cursive, explicitly teach connections between letters as well as formation of single letters.
Unlike manuscript writing, cursive writing involves making connections between letters within a word. Once children can form individual letters, explicit teaching of letter connections is important.

Connections involving four letters — cursive b, o, v, and w — followed by a subsequent letter (e.g., as in the words bed, on, have, will) are often especially confusing for children, because unlike most cursive connections, these do not involve going back down to the bottom line before writing the subsequent letter.

Aim for speed as well as legibility.
Whether children are learning manuscript or cursive, speed should not be emphasized until children can form letters legibly and from memory. With either form, however, children must eventually develop enough speed to use writing efficiently in tasks such as note-taking or test-taking.

It also is useful to distinguish different standards for legibility depending on the purpose for writing; for example, in taking notes, “messy” handwriting is entirely acceptable as long as children can easily read their own writing.