how do you hold a pencil?

If you look around your classroom I am sure you will see many unique variations on how to hold a pencil.

You might even have a unique way of holding a pencil yourself. If a pencil grasp gets the job done, that’s all that matters, right?

Yes. And no.

It is definitely important to look at function first, and if a pencil grasp “works,” and your student is getting the job done, that’s great. They have a functional pencil grasp.

In fact, research supports that pencil grasp does not necessarily affect legibility or speed of handwriting. And over the years I have seen a few students with unbearably awkward grasps who are able to write extremely neatly. (Usually with beads of sweat on their forehead. And complaints of hand cramping. And many requests to go to the bathroom during writing tasks. And out-of-proportion stress about longer writing assignments. But we will get to all that.)

So the functional/dysfunctional distinction is an easy one to make when it comes to pencil grasp. Are they getting the job done? Then their grasp is functional. Does a poor pencil grasp interfere with their performance of all writing tasks? Then their grasp is dysfunctional and direct instruction on how to hold a pencil is definitely indicated.

But another distinction that is important to consider is whether a pencil grasp is efficient or inefficient. And this distinction is a little more subtle but believe me, it can have a pervasive impact on their approach to all writing tasks.

why should we help kids learn how to hold a pencil?

Let’s take a quick detour here and talk about shoes for a minute. (Because who doesn’t love talking about shoes?)

When you are wearing a pair of shoes that fit well, and are comfortable, and are appropriate for the activity you are doing, you almost forget you have them on and just go about your business, right?

But what about when you are wearing a pair of shoes that doesn’t fit well? That hurt your feet. That are clumsy, or awkward, or the heels are too high. You can still walk in them, but they are on your mind. You start thinking of some workarounds as you go through your day. Maybe you can find a parking spot a little closer than usual. Maybe you can ask someone to grab the mail from your mailbox so you don’t have to walk all the way to the main office. Maybe nobody will notice if you slip them off under your desk for a few minutes. Maybe you just feel like you’re having a bad day and can’t put you finger on exactly why.

Likewise, an inefficient pencil grasp can affect how a student feels about writing, sometimes without them even knowing why.

When a student has an inefficient pencil grasp, they are working way harder than they should be. This can affect not only the quality of their writing, but their willingness to write. As writing tasks get longer and more complex, they may even report hand fatigue or pain due to the tightness of their grasp. This could lead to them becoming reluctant or even resistant writers. And, even worse, they may start to believe that they are just “not good” at writing.

On the other hand, an efficient grasp allows students to make finer, more dynamic movements of the fingers while writing. With practice, their writing will begin to flow automatically, and they will be able to shift their effort and attention from holding the pencil to the task at hand: composing their thoughts and ideas.

how do you know if your student is using an inefficient pencil grasp?

My rule of thumb (excuse the pun) is that efficient grasps are usually open webspace grasps.

The webspace is that triangular web of muscles between your thumb and index finger.

Take a moment and touch the tip of your thumb to the tip of your index finger. This creates what I tell my students is called the “Circle of Power.” If you can see your circle of power when you are holding a pencil, you have an open webspace grasp. If your circle of power is not visible, because you are holding the pencil so tightly, wrapping your thumb around the pencil, or tucking your thumb under your index finger, for example, then you don’t have an open webspace grasp.

The circle of power is so important because it allows for small dynamic movements of our fingers when writing. Without that open circle of power, you have to use larger movements of your arm in order to write. Which is effortful. And can be exhausting and uncomfortable.

what problems might be related to an inefficient pencil grasp?

Problems you may notice related to an inefficient grasp include:

Closed webspace grasp or otherwise tight, awkward grasp
poor endurance for writing tasks
reports of hand fatigue or pain
avoidance tactics during writing tasks (pencil sharpening, bathroom breaks, procrastination)
overall reluctance or resistance to writing tasks
sense of being “not good” at writing

If you become aware of any of the above problems emerging for a student, it is definitely worthwhile to consider some direct instruction of how to hold a pencil.

where do you start?

There are three basic things that you can take a look at before you even begin to teach a student how to hold a pencil:

finger isolation and identification: are they able to show you each finger individually and does it have a name? It is important that a student knows they have a thumb, index, tall, ring, and pinky finger and can isolate the movement of each one, even slightly, before you start telling them where to put them on the pencil.

imitation of hand postures: is your student able to imitate basic hand postures such as thumbs up, counting to three one finger at a time, or making the “okay” sign? If not, practice these naturally during the daily routine, such as, “Give me a thumbs up when you know the answer, “ “Count to three with your fingers and then come to the carpet,” or “Show me an ‘okay’ when you are ready.”

hand strength: do you notice signs of hand weakness, such as frequent dropping of materials, difficulty opening food containers, requests for help with clothing fasteners, markers or glue sticks being left uncapped, or struggles with small manipulatives such as legos? If so, start with some simple hand strengthening activities (grab your free guide to hand strengthening).

what is the best way to teach kids how to hold a pencil?

OK. Here it is. My tried and true method for teaching kids how to hold a pencil. And it’s just three simple words: pinch, tuck, squeeze.

PINCH: thumb and index fingers pinch the shaft of the pencil, about 1 inch from the tip (lefties pinch a bit higher, about 1 1/2 inches from the tip)

TUCK: tall finger tucks behind the pencil

SQUEEZE: ring and pinky fingers squeeze into the palm of the hand for stability

Three simple words, but students need to hear them consistently, see them modeled, and feel them with their own hands. My students are so used to hearing me say, “Let’s hold our pencils with a pinch, tuck, squeeze!” that they probably hear it in their sleep. But I believe clear, concise, consistent cueing is so essential to learning. And repetition builds skill.

when are pencil grips helpful?

Pencil grips can be helpful in addressing specific grasp problem, but they are definitely not interchangeable.

Back to our shoe metaphor for a moment - a pencil grip has to ‘fit” a grasp problem. You have to try them on for size and take them for a walk around the store to see if they are helping establish an efficient grasp pattern. They are never one-size-fits-all.

They are also not a set-it-and-forget-it quick fix. A pencil grip has to be monitored to make sure your student can figure out finger placement and use it as intended.

I have successfully used more grips and grip-tricks than I can list in this post, but for starters I will share three of my favorites and the problem they address:

the crossover grip: This grip is particularly helpful for students who close their webspace by wrapping their thumb around the index finger, because it has a little “wall” and “roof” that prevents thumb wrapping.

the claw grip: This grip helps students who have difficulty isolating the movement of individual fingers by giving each finger its own place to go.

the “pillow:” This is more of a pencil trick than a grip per se. But is is immensely helpful for students who are using a five-fingered grasp of a pencil to hold a small soft pom-pom with the ring and pinky fingers while writing. This helps them learn to squeeze these fingers into their palm for stability, while holding the pencil with their more skillful “pinch” and “tuck” fingers.

Stay tuned for a future post that dives deeper into the multitude of pencil grips and grip tricks and their application.

what else helps?

In a word: visuals!

A visual cue is super helpful for kids to refer to when learning to place their fingers on the pencil using a more efficient grasp pattern. Visual cues are far less intrusive than hands-on or auditory cues, and encourage greater independence.

My favorite type of visual cue is a pop-up visual cue because it captures kids’ attention due to the novelty of it not always being there. If we put up a poster, or stick a cue to a student’s desk, they tend to ignore it over time, just like wallpaper.

Pop-up cues are like those little table-top signs in restaurants with the drink specials - they catch your eye and your attention and before you know it you’re spending double on a fancy cocktail you didn’t even know you wanted. The visual cue I use with my students is here.

why kids don’t like to change their pencil grasp (initially)

So, with all of this said, your student is going to be super excited to give a new pencil grasp a spin, right? Hmm. Not Exactly.

If a child has had a lot of experience using a particular pencil grasp, it has become a habit, even if it is awkward. And, once we are used to them, habits can be very hard to change. So it is important to empathize with that and establish a small practice routine each day until the skill grows stronger.

I also recommend that the best way to practice a new pencil grasp is by NOT writing. Kids dislike writing with a different grasp because, initially, their handwriting seems to get worse. This might cause them to reject the idea entirely if they try to write right away.

Instead, have your student practice their new grasp by doing fun paper-and-pencil tasks to start with. Encourage your student to use the new grasp a few minutes each day while doodling, doing mazes or dot-to-dots, or playing tic-tac-toe. Before you know it, they will be able to accomplish small writing tasks using their new grasp, and, just like that, you will notice one day that they have switched over to the new grasp entirely, abandoning the old awkward grasp altogether.

making it stick

Remember, reinforcement locks in the learning. There are simple ways to increase the likelihood of a new habit being repeated.

Try encouraging feedback, such as, “I notice when you hold the pencil with power, you lines are so steady! You are becoming a-maze-ing at mazes!”

I have used many other forms of simple reinforcement, a few of which are:

pencil punch-cards: your student can punch a card when they practice their pencil grasp and earn a choice when the card is full

pencil belts: inspired by karate belts, a student can earn different color belts to put on their pencil (I use embroidery floss, washi tape also works well) for every 5 consecutive days of practice

pencil pennants: pencil flags with encouraging messages can be displayed on pencils to reward and inspire (find some here)

Let me know if you want more ideas!

from struggle to strength

Honestly, I could talk about pencil grasp all day, so I hope this has been a helpful summary.

It has absolutely been my experience that when you use simple strategies to support a student who struggles to hold the pencil, you can help to make this skill stronger.

And strengthening this essential skill can have a ripple effect. It can affect the way your student approaches all academic tasks. Writing that flows more automatically can also improve your students willingness to express themselves, their eagerness to participate in classroom tasks, and their overall confidence about their abilities at school.

I have seen it happen time and time again. Which is why I firmly believe that skills are like superpowers, we just have to help our students activate them.

Let me know how it goes and how I can help!

how to hold a pencil