pervasive effect on school performance. Moreover, when handwriting is perceived as arduous and time-consuming, motivation to write may be greatly reduced, leading to a lack of practice that may further compound difficulties with writing. Finally, handwriting in the earliest grades is linked to basic reading and spelling achievement; for example, when children learn how to form the letter m , they can also be learning its sound. Attention to the linkages among handwriting, reading, and spelling skills can help to reinforce early achievement across these areas. Manuscript or cursive? At one time, manuscript (print) writing was typically taught in first grade, whereas cursive was introduced later, usually in third grade. Historically, some authorities argued for the superiority of one form over the other for children with LDs, most often for the superiority of cursive over manuscript. However, there is little evidence that cursive is easier to learn than manuscript, and there are clear advantages to having children focus on the form of writing similar to what they must read in print. Most critically, children should be able to use at least one form to produce legible, reasonably effortless writing, and instruction should focus on the form that appears most likely to lead to that outcome, especially for older children with handwriting difficulties. Assessment of handwriting skills Assessment of handwriting should incorporate observations of execution, legibility, and speed of writing. Execution includes correct and consistent pencil hold, posture, and letter formation. Counterproductive habits in these latter areas are not always obvious