There is a widely held belief that uppercase letters should be taught first because they are easier to write. This assumption is often repeated in early education, yet it deserves closer examination. When we look carefully at how letters are formed, how children read and write, and how motor patterns develop, the case for teaching lowercase first becomes clear.
To provide the best instructional outcomes for students, handwriting instruction must be guided by how the brain and body learn movement patterns most efficiently. Research on foundational letter formation instruction consistently shows that instructional sequence matters.
Are Uppercase Letters Really Easier to Write?
The idea that uppercase letters are easier is often based on oversimplified reasoning. A closer analysis of letter formation reveals a more complex picture.
Starting Points
It is true that all uppercase letters begin at the top line, while lowercase letters may begin at either the top line or the midline. However, uppercase letters do not share a single consistent starting location.
- Top middle: A, I, J, T
- Top left: B, D, E, F, H, K, L, M, N, P, R, W, V, X, Y, Z
- Right side, slightly below the top: C, G, O, Q, S
Because uppercase letters begin in multiple locations, the argument that they offer a simpler starting-point system does not hold up under closer scrutiny.
Pencil Lifts
Pencil lifts require precise visual monitoring and motor control to accurately place the pencil at the start of each new stroke. Seventeen uppercase letters require two or more pencil lifts, compared to only seven lowercase letters.
For example, uppercase A requires three separate strokes with careful placement between each. Lowercase a, by contrast, is formed with one continuous movement. Fewer lifts reduce motor complexity and cognitive load, making lowercase letters more efficient to form.
Letter Strokes and Motor Complexity
Letters are built from basic strokes that develop in a predictable order: vertical lines, horizontal lines, circles, and finally diagonal lines. Diagonal strokes are the most complex.
While some uppercase letters rely on straight lines, eleven uppercase letters contain diagonal strokes, compared to only seven lowercase letters. This increased motor complexity further challenges the notion that uppercase letters are inherently easier.
Lowercase Aligns More Closely With Reading and Writing
Lowercase letters make up approximately 95 percent of the letters children read and write in connected text. Teaching lowercase first allows students to apply handwriting skills directly to real reading and writing tasks.
Lowercase letters such as b, d, p, g, and q share visual similarities that often cause confusion. When handwriting instruction is aligned with reading instruction, students build stronger differentiation skills through repeated visual and motor exposure. This alignment directly supports reading development, particularly for students who benefit from kinesthetic learning.
Lowercase words are also easier to read because ascenders and descenders create distinctive word shapes. In contrast, uppercase text forms uniform rectangular blocks that are slower for the brain to process.
The Cost of Teaching Uppercase First
When students learn uppercase letters first, strong motor patterns are formed for those letter shapes. Later, when lowercase letters are introduced, students must override those established motor patterns and devote additional working memory to learning a new system.
This transition is similar to learning to type using the “hunt and peck” method. While it may feel functional at first, it becomes inefficient over time and difficult to unlearn. Lowercase-first instruction avoids this unnecessary cognitive detour.
What Research and Experts Say
Experts in handwriting development consistently emphasize the advantages of teaching lowercase first.
Font designer and Educational Fontware CEO Dave Thompson notes that lowercase letters require fewer pen lifts, share more consistent stroke patterns, and allow for continuous movement through retracing rather than repeated lifts.
Educational psychologist Virginia Berninger has shown that lowercase letters should be taught first because they appear more frequently in text and support earlier automaticity. She recommends limiting extended writing demands until lowercase formation is functional.
Researcher Steve Graham, whose work has shaped handwriting and writing instruction for decades, reinforces this position, noting that teaching lowercase is more economical and efficient for developing fluent writing.
Implementation: What This Looks Like in Practice
Teaching lowercase first does not mean eliminating uppercase letters entirely. Instead, it means prioritizing lowercase instruction until students develop legible, automatic formation. Uppercase letters can then be introduced strategically for names, sentence beginnings, and specific instructional purposes.
This approach reduces cognitive load, supports reading alignment, and accelerates writing fluency without sacrificing accuracy.
Conclusion
Teaching lowercase letters first is not a matter of preference or tradition. It is a decision grounded in motor efficiency, reading alignment, and long-term writing success. When instruction reflects how children actually read and write, students build stronger foundations that support fluent, confident communication.