The recording of the temporal-dynamic course of word writing expands current psycho- and neurolinguistic models of written word production by incorporating the process aspect and significantly contributes to drawing conclusions about the cognitive processes involved, as well as their sequence and interaction. The fundamental assumption is that specific stresses, such as orthographic difficulties, manifest over time and can thus be identified. To recognize these disturbances, it is first necessary to understand the characteristics of the automated writing process. Therefore, the analysis and interpretation of the data in this study rely on a comprehensive representation of the kinematic and neurolinguistic foundations. The developed method is applied to the writings of individual words by children in middle school age.