Welcome to "I Can Do It!"® Handwriting
Benefits of "I Can Do It!"

Fewer prerequisite skills needed to learn
handwriting using
"I Can Do It!"

Activities match developmental needs of
- Learn Basic Lines and
Directions Before Letters, Manipulative
Learning, Active Construction, Visual Cues,
Songs/Rhymes, Active Movement, Story
Books, Development of hands for pencil
grasp & control, Adapted for attention span
and interest of young students

Materials "fit" needs of young children -
including vision and hand control

Directly teaches
vocabulary of instruction in a concrete, literal
way that is understandable and enjoyable to

Focus on fun and enthusiasm for learning
Work at own pace to mastery - not pushed
too hard!

Teaches learning behaviors
including:  Look, listen, & Learn,
"I Can Do It!" attitude,
Persistence & Independence

Focus on prevention of common errors,
poor positioning and awkward pencil grip -    
to allow later success at school age.
Teachers provided
complete lesson plans,
easy to follow, step by step instructional sequence,
specific guidance to help students develop pencil & scissor grasp and control,
coloring and pencil control skill,
and good posture

Enjoyable to teach!
Students love it!
Parents enjoy their child's success!

What do teachers say about "I Can Do It!"®?

Should preschoolers be taught handwriting?

The author has provided a sequence to follow for preschool students, though it is her opinion that it is not
necessary that students receive this instruction prior to Kindergarten.  However, if a preschool student will be
handwriting, "I Can Do It!"® is an extremely useful and effective method even with preschool students,
and is designed to prevent many common problems that these young children otherwise develop.

If a young preschooler is attempting to copy letters and words on his own, and is interested in writing,
direct instruction is advisable to prevent common difficulties. Children who
"teach themselves" by copying
very often develop many of the common errors of letter form and direction of strokes that cause older students
difficulties in writing readability, especially with needed speed.  These young children very naturally write
bottom to top for example, and "draw" pieces of letters they perceive, causing letters to be written both
incorrectly and in an inefficient way.  The more they write incorrectly, the more established these stroke
sequences and mistakes are pressed into their memory and the more difficult, time-consuming, and
frustration-filled the correction process will be for both teacher and student.

Children who attend preschool where writing is encouraged but appropriate instruction is not
very often have serious errors in their handwriting as well.  These errors can become
well-established, as these students are encouraged to write frequently but do not learn how to do it correctly.  
This was the case with this student, who had the following uppercase and lowercase alphabet to memory upon
entering Kindergarten - she wrote it the same every time!

This student had to re-learn in her Kindergarten year what she "learned" in preschool!  Not only is this a
problem in itself, but students like this are often convinced that they already know all their letters, and this too
has to be overcome in order to effectively re-teach.  Instead of having the "advantage" of knowing her letters
compared to her "untrained" peers, this student has the disadvantage of being well-behind her peers on the
first day of school!  Of course, this could have easily been avoided by not having been "taught" handwriting so
early, or by teaching with "I Can Do It!"
® which is developmentally based and has an appropriate teaching
sequence for preschoolers.  

Ask a Kindergarten teacher which student she would want to enter her classroom in September -
one with no experience writing, or one with error-filled writing established to memory?

Adults often consider the writing of young children "cute" or "adorable."
However, young children can easily learn correctly from the beginning, skipping the error-filled "cute" stage,
that necessitates re-learning later!  Do you want this unnecessary effort and frustration for your child or
student?  Remember, form errors have been found in research to predict academic achievement.

Which do you want for your child or student?
Teaching Preschoolers Handwriting
Note from Author & Disclaimer
© 2008 Joan Scanlon-Dise, OTR. All rights reserved.
I Can Do It Handwriting  Little Falls, NY
Joan Scanlon-Dise,
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Program in
Compare to Other
See Pre-K Study
Beginning page 609
in clinical studies
Teachers:  Pre-K    
and Clinical
Grade K
Grade 1
What makes
"I Can Do It!"® different?
FREE Tools!
Hand Development Rubric
Prone Extension Rubric
Supine Flexion Rubric
* Parent Questionnaire
FREE!  Great for RTI
Quick Assessment Rubric for Writing
Letter Reversals - Worry or Not?