Does modifying visual feedback facilitate learning to write new pseudo-letters?

Learning to write relies on the efficient integration of visual and proprioceptive feedback. Learners become expert writers when they transition from a control anchored on the visualization of the ongoing written trace to the motor control of handwriting movement. We tested whether this transition was facilitated by deleting part of the written trace and of adding supplementary visual information concerning the movement kinematics. Pseudo-letters learned with the modified feedback were traced faster and more fluently than those learned in the control condition. This method offers avenues for improving the learning or rehabilitation of handwriting.