Abstract
The results of the study of serial graphic skills and writing formation in elementary school children are represented in the article. Special characteristics of the development of these skills in 7 and 9 years old children in norm and with learning disabilities (LD) were found using computerized experimental methods and general neuropsychological diagnostics. Third-formers in norm achieve significant results in the development of graphomotor skills and writing while children with LD have difficulties in its automating. 1st grade students with LD show complex cognitive difficulties that influence the formation of graphomotor skills and handwriting, in the 3d grade tempo characteristics and quality of writing primarily suffer. The main reason of such dysfunction is the decrease of serial organization of movements, planning and control functions, as well as the deficit of neurodynamic components of activity.
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