Dear Editor,I was pleased to read the recent piece by Wallen et al.(2013) published in the October issue of Australian Occu-pational Therapy Journal.My colleagues and I are also aware of the inconsistentevidence on the relationship between the assessment andtreatment of underlying performance components andimproved handwriting function (Wallen, Duff, Goyen F Missi-una, Pollock & Law, 2004). Children’s involvement inthe identification of their needs and selection of inter-vention goals is likely to increase their motivation tolearn, thereby promoting achievement (Ryan & Deci,2000; Schunk, 1996).Here’s How I Write (HHIW; Goldstand, Gevir, Cer-mak & Bissell, 2013) was originally developed forHebrew handwriters by Goldstand and Gevir (2006,2009, 2012). It is a pictorial self-report tool, suitable foruse by 2nd–5th grade schoolchildren with English hand-writing difficulties. It consists of a picture-card interviewin which children are presented with 24 cards, one at atime, sampling various aspects of handwriting (e.g. I canread and understand what I write; my letters are aboutthe same size), depicting a child with a well-developedability in that aspect on one side and a child with diffi-culty on the other. The children select the statements/pictures that best describe them and afterwards selectgoals that focus on the areas of handwriting that theyare interested in improving, thereby providing them witha measure of control throughout the therapy process.Research has revealed good levels of internal consis-tency, test–retest reliability and responsiveness (Yefet,2012). Moreover, Bissel and Cermak (2013, accepted forpublication) determined the ability of HHIW to discrim-inate between children with and without handwritingproblems.Both the Israeli and the American versions of this toolhave elicited enthusiastic feedback from the children,from parents (who now understand their children’s per-spectives regarding this challenging performance area)and from therapists who are delighted by their highlymotivated clients.Moreover, when HHIW is included within the assess-ment and goal-setting process, not only do the childrenreport that they enjoyed the ‘card game’, but the HHIWserves as a platform to work in partnership with chil-dren and their teachers. This type of approach is in linewith that recommended by Hoy, Egan and Feder (2011)in discussing the importance of building children’s moti-vation so that they begin to value handwriting activityfor what it can do for them, as well as in ‘supporting thechild’s … development of good relationships with theteacher … and his/her sense of autonomy throughallowing choice in the activity’ (p. 22).Recent publications such as that of Wallen et al.(2013) are of prime importance in informing cliniciansof the need to collaborate with educators and school-children in identifying handwriting strengths and weak-nesses and of the effectiveness of integratinghandwriting instruction and practice as part of acomprehensive handwriting intervention program.Sarina Goldstand