Abstract
Publication is devoted to the issue of writing acquisition during elementary education (i.e. 1st to 5th grade). In the introductory part, we elaborate on theoretical aspects which are connected to the process of writing.
It is about the specifics of employed font patterns and trends in teaching and learning writing (bound vs. unbound font pattern) in selected countries. Consequently, we paid attention to didactics of writing connected to both font patterns, principles of psychological diagnostics of writing and neurological view on the process of writing.
This publication presents the outcomes of a three-year overview research study focused on observing writing skills development of pupils in two comparative groups. First group consisted of writers writing by a "traditional" bound font pattern, second group consisted of pupils writing by an unbound font pattern Comenia Script.
Primary aim of the published research lay in the description of writing from the 1st to the 5th grade. To do so, we used a rating scale by Veverková and Kucharská (2012) in a modification by Kučerová and Kubín (2014).
Thank so this scale, we evaluated obtained writing works by clearly identifi ed aspects, which described formal (visual) form of writing discourse as well as acquired quality of individual orthographical rules. Obtained data were processed by quantitative and qualitative methodological procedures.