The act of writing presents difficulties for 10-30% of elementary school children. This study's objectives were to compare the abilities of digitizer-based evaluation of the handwriting process and conventional evaluation of the handwriting product to discriminate between children with proficient and dysgraphic handwriting. Copied and dictated writing samples were collected from 3rd grade students, 50 with proficient and 50 with dyscraphic handwriting. Results indicated that both digitizer-based and conventional evaluations differentiated between children with proficient and dysgraphic handwriting, and that together they provided an improved understanding of writing difficulties. Moreover, copying and dictated writing task results differed significantly.The results demonstrate the advantages of combining both handwriting process and product testing, and utilizing both copying and dictation tasks, in order to achieve a more comprehensive understanding and superior evaluation of developmental dysgraphia.