Writing is similar, but almost works in the reverse order to reading. We start with an image in our mind and code it into words. At the same time, we control the movement of the pencil while continually working to keep the written material making sense. Throughout all this, we focus our eyes and move them together just as in the reading process.

Handwriting is greatly influenced by visual-motor development. Visual-motor integration is the general ability to coordinate visual information processing skill with motor skills. Improvements in visual perception and eye-hand coordination skills when the child is still actively and consciously controlling hand movements (grades K-3) leads to immediate improvement in writing skill. Later, however, writing becomes increasingly dependent on motor memory and is no longer directly controlled utilizing visual steering when forming letters. Older children have to make a systematic effort to relearn writing.

Complicated visual procedures are involved in developing good handwriting. A problem with any or all of the visual procedures can present difficulties in some way with writing. Sometimes a visual difficulty that affects writing is easy to recognize, and other times it can be quite difficult to detect.