Program Description

"With our clear, systematic instruction and child-friendly methods, we streamline the learning process, keeping students engaged from uppercase through to cursive letters. •Explicit instruction combined with guided practice to promote handwriting automaticity. •Developmentally appropriate sequence flows from Pre-K–6. •Seamlessly integrates with literacy curricula for effective handwriting instruction. •Hands-on tools build vocabulary and alphabet knowledge prior to writing. •Multisensory activities engage all learners and develop fine motor skills. •Research-backed curriculum with an intuitive and customizable design."

Cost

Contact publisher for pricing.

Intended Population

• Core
• Intervention

Grade

• Pre-K
• Elementary School

Intended Group Size

• Any

ELL/DLL

• Full

Multisensory Applications

• Yes

Delivery Method

• Hybrid / blended delivery

Scripted

• Instructor Scripted

Comprehensive or Skill Specific

• Skill Specific

Placement Tests

• Yes

Accelerated Learning

• Unspecified

Assessment to Monitor Skills Mastery

• Yes

Error Correction Built In

• Yes

Fidelity Measures Provided by Publisher

• Unspecified

Research Summary

A literature review revealed various studies showing that students who used the Handwriting Without Tears program made gains in handwriting skills like letter formation, letter spacing, and name writing. However, one study found no difference between students participating in the program and students who did not. The studies did not have the required number of participants based on the Council for Exceptional Children (CEC) standards therefore could not be considered in our rating.

Study Citations

Bray, L. M. P. & Skubik-Peplaski, C. (2025). Handwriting without Tears® via Telehealth delivery: A case study of feasibility and effectiveness for handwriting and spelling outcomes. Journal of Occupational Therapy, Schools, & Early Intervention, 18(1), 141-161. https://doi.org/10.1080/19411243.2022.2114570

Donica, D. K. (2015). Handwriting Without Tears®: General education effectiveness through a consultative approach. American Journal of Occupational Therapy, 69, 6906180050. http://dx.doi.org/10.5014/ajot.2015.018366

Griffith, J., McLaughlin, T.F., Neyman,J., Donica, D., and Robison, R. (2013). “The Differential Effects of the Use of Handwriting Without Tears ® Modified Gray Block Paper to Teach Two Preschool Students with Developmental Delays Capital Letter Writing Skills”. Journal on Educational Psychology. Vol. 7(1) May-July 2013 Print ISSN 0973-8827, E-ISSN 2230- 7141, pp. 13 - 22.

Hape, K., Flood, N., McArthur, K., Sidara, C., Stephens, C., & Welsh, K. (2014). A pilot study of the effectiveness of the Handwriting Without Tears® curriculum in first grade. Journal of Occupational Therapy, Schools, & Early Intervention, 7(3-4), 284-293. https://doi.org/10.1080/19411243.2014.975071

LeBrun, M., McLaughlin, T. F., Derby, K. M., & McKenzie, M. (2012). The effects of using Handwriting without Tears® to teach thirty-one integrated preschoolers of varying academic ability to write their names. Academic Research International, Vol. 2(2), pp.373-378. Retrieved from http://174.36.46.112/~savaporg/ journals/issue.html

Schneck, C., Shasby, S., Myers, C., & DePoy Smith, M.L. (2012) Handwriting Without Tears versus Teacher-Designed Handwriting Instruction in First Grade Classrooms, Journal of Occupational Therapy, Schools, & Early Intervention, 5:1, 31-42, DOI: 10.1080/19411243.2012.675759

Smith-Bell, C. A. (2025). Homeschooled children and handwriting difficulties—multisensory handwriting intervention and print tool assessment. Journal of Occupational Therapy, Schools, & Early Intervention. https://doi/10.1080/19411243.2025.2608368

Steele, Emalia & McLaughlin, T. F. & Derby, Kenneth & Donica, Denise. (2015). Employing Handwriting without Tears to Teach a 4-Yearold Preschool Student to Write His Name with the Appropriate Size, Shape, and Form Combined With an Imitate/Trace/Copy/Memory Procedure. i Manager's Journal of Educational Psychology. 8. 10.26634/jpsy.8.4.3267.

Tallas, A. & Cole, A. (2025). Does participating in a daily handwriting without tears curriculum for 4-weeks improve a first-grade student’s spelling abilities: One group pre- and post-test design. Journal of Occupational Therapy, Schools, & Early Intervention, 18:1, 162-171, DOI: 10.1080/19411243.2023.2224596

Thompson, J., McLaughlin, T. F., Derby, K. M., & Conley, D. (2012). Using tracing and modeling with a Handwriting without Tears® worksheet to increase handwriting legibility for two preschool students with developmental delay s. Academic Research International, Vol. 2(2), pp. 309-314

Evidence-Based Practice (EBP)

• Insufficient evidence