What should not be assumed about letter formation?

The assertion that one should not assume all students naturally understand how to form letters is crucial in recognizing the diverse developmental stages and learning processes among children. Many students, especially those with learning differences such as dyslexia, may struggle with the motor skills or cognitive components involved in letter formation.

Not all children receive the same level of exposure to writing or the same type of instruction prior to entering school, which means that their grasp of how to form letters can vary significantly. Some may need explicit teaching and practice to develop these skills effectively. Understanding this helps educators customize their approach to teaching letter formation, ensuring that all students have the support they need to reach proficiency.

In emphasizing the variability in children's learning, it also highlights the importance of tailored instruction that considers individual needs rather than making sweeping assumptions about students' capabilities in writing tasks.