Abstract

Morphological features and fluency/speed of writing process (the latter may be influenced by its executive components), were analyzed in 118 subjects handwritings (from 3rd year of elementary school to 3rd year of middle school). In order to reach the first target, BHK Scale (Hamstra-Bletz, 1993) was administered, whereas writing speed data were gathered through a copy-skill battery (Bertelli & Bilancia, 1996). When comparing groups through scholarity level, writing speed explained more subtle differences than the BHK scale quality parameters. Furthermore, copy of alphabetic material showed a more discontinuous pattern of skill growth than numeric or non-alphabetic one.