Thomassen, A.J.W.M., & Teulings, H.L. (1983). The development of handwriting. In M. Martlew (Ed.), The psychology of written language: Developmental and educational perspectives (pp. 179-213). New York: Wiley.
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The Psychology of Written Language: Developmental and Educational Perspectives
Edited by M. Martlew
©1983, John Wiley & Sons, Ltd, New York.

CHAPTER 8The Development of Handwriting

The present chapter is concerned with the development of handwriting as a
perceptual-motor skill. A principal task in studying the development of
skill is to examine the nature of both hardware and software changes
which occur. This implies the discovery of the basic structures and
processes operating at different stages, and the factors involved in their
modification in the course of development (Connolly, 1970). This is by no
means a simple mailer. It is not merely a question of assessing the
availability of skills or subroutines for children of various ages. It requires
also that we consider the necessary cognitive and physical aspects
associated with performing certain tasks. Furthermore, skill development
is not a continuous process; there appear to be steps which
constitute transitions from one stage to the next. In order to describe a
child's behaviour at a certain developmental stage it may be necessary to
postulate the existence of different control procedures at different stages
in development. Following:Bruner (1970) the problem becomes one of
finding the transformation rules whereby the child goes from one form of
organization to the next.