The Premise: The Word-Glide-Word strategy intentionally separates thinking from spacing so students can focus on building a reliable motor pattern rather than interrupting their train of thought.
What it looks like: Students are taught a simple, repeatable rhythm: write the word → glide the pencil → write the next word The pencil remains on the page and moves smoothly between words. This continuous motion supports consistent spacing without requiring the student to stop, lift, measure, or consciously “remember” to add a space.
At the outset, students will draw a light line between words to reinforce the glide motion. Over time, this line can be shortened, lightened, or removed, allowing the visible mark to fade while the motor pattern for spacing remains.
Why “glide” matters: In Word–Glide–Word, glide is intentional. Glide means:
the pencil stays in contact with the page
the movement is smooth and controlled
the motion between words is deliberate, not accidental
This distinction matters for motor learning. Glide supports pressure regulation, flow, and automaticity in a way that stop-start or lift-and-place strategies often disrupt—especially for neurodivergent learners
Why this strategy makes sense: Many students struggle with word spacing not because they don’t understand spacing, but because writing already demands:
Idea generation
Spelling
Language formulation
Fine-motor control
Multiple executive functions
Word–Glide–Word aims to reduce cognitive load by shifting spacing into motor memory. With repeated use, the glide motion can become more automatic, supporting more consistent spacing with less conscious effort. This strategy was developed through sustained instructional practice and is intentionally designed around principles of motor learning and cognitive load.
Intended use: This strategy emerged from direct observation and practice in educational support settings. It is designed to support students in creating well-spaced, legible handwriting or printing while being:
