This article addresses the issue of overcoming writing difficulties in the alphabetic period. Writing is a complicated activity that relies on the student’s motor development. Movement coordination appears only through permanent repetitions and develops gradually as the child grows. A lack of coordination is visible during the reading-writing period. These problems can manifest in a different way. Thus, from a bodily point of view, the phenomenon of clumsiness, poor coordination, twitching, poorly integrated body schema/laterality, a negative self-image, psychomotor problems appear. From a relational point of view, there are communication and contact difficulties, inhibition, instability, aggressiveness, concentration problems. The correct methodological approach to this activity allows overcoming writing difficulties.