from looking only at writing samples and can greatly impede progress in handwriting. For instance, young children may "draw" a letter such as m using separate strokes, starting on the right side of the letter. Forming the letter beginning on the left side, without lifting the pencil from the paper, is much more conducive to building eventual speed of writing. Legibility involves the readability of letters, as well as spacing within and between words. Speed is important as children advance beyond the first few grades so that they can use writing efficiently in a variety of tasks. If children have learned both manuscript and cursive, as is often the case with older youngsters, then assessment should consider the execution, legibility, and speed of both forms of writing. Instruction in handwriting Relatively modest investments of instructional time devoted to handwriting ? perhaps the equivalent of ten or fifteen minutes daily ? may pay off in preventing later writing problems, including difficulties with higher-level composition skills. The early years of schooling are especially critical for handwriting instruction; once children have formed counterproductive habits in handwriting, such as poor pencil hold or inefficient letter formation, those habits can be difficult to change. Even for young children, however, handwriting instruction should occur in the context of a broader program of written expression in which children learn many other writing skills and develop motivation to write. Of course, children also should have access to word-processing programs and assistive technology, with appropriate accommodations as needed for