ABSTRACTThe present study was based both on a general movement/feedback theory and a ‘two‐routes’ theoretical model developed by cognitive neuropsychologists. Several predictions were made and tested on 24 ‘normal’, 24 dyslexic, and 24 dysgraphic children with concern to their writing (accuracy and speed), tracking, and spelling performances. Most of the hypotheses were verified in the experimentally arranged laboratory study indicating that the semantic aspects (familiarity) of the test‐items (words) as well as the motor aspects (complexity of required movement pattern and length) play an important role in the writing/spelling performances of the nine‐year‐old subjects defined as dyslexic or dysgraphic children.