Children who grip their pens too close to the writing point
are likely to be at a disadvantage in examinations, (31) to
the first serious investigation into the way in which writing technique can
dramatically affect educational achievement. The survey of 643
children and adults, aged from pre-school to do-plus, also suggests
(32) pen-holding techniques have deteriorated sharply over one
generation, with teachers now paying far (33) attention to
correct pen grip and handwriting style. Stephanie Thomas, a
learning support teacher (34) findings have been published,
was inspired to investigate this area (35) she noticed that
those pupils who had the most trouble with spelling (36) had
a poor pen grip. While Ms. Thomas could not establish a significant statistical
link (37) pen-holding style and accuracy in spelling, she
(38) find huge differences in technique between the young
children and the mature adults, and a definite (39) between
near-point gripping and slow, illegible writing. People who
(40) their pens at the writing point also show other
characteristics (41) , inhibit learning, (42)
as poor posture, leaning too (43) to the desk,
using four fingers to grip the pen (44) than three, and
clumsy positioning of the thumb (which can obscure (45) is
being written). Ms. Thomas believes that the (46)
between older and younger writers is (47) too
dramatic to be accounted for simply by the possibility that people get better at
writing as they grow (48) . She attributes it to a failure to
teach the most effective methods, pointing out that the differences between
(49) groups coincides with the abandonment of formal handwriting
instruction in classrooms in the sixties. "The 30-year-olds showed a huge range
of grips, (50) the over dos group all had a uniform ’tripod’
grip."