The automatization of handwriting and typing is sustained by both sensorimotor and linguistic abilities that support the integration of central-linguistic processes with modality-specific peripheral-motor programs. How this integration evolves when handwriting and, especially, typing is not fully automatized has not been well-understood yet. In the present work, we had two main aims: (1) to understand how spelling processing affects handwriting and typing word production in a sample of 9th-grade Italian students who have extensive handwriting practice but less experience with typing, and (2) to unveil if reading and visual-motor integration skills of the writer/typists have a role in integrating spelling processing and motor execution. Thirty-six 9th-grade participants handwrote and typed to dictation words and pseudowords of different lengths and orthographic complexity. To test spelling processing during handwriting and typing, we collected measures of latency (RTs)--i.e. the interval between spoken stimulus availability and starting to write--, of interletter interval mean--i.e., the mean of the intervals between consecutive letters--, and whole response duration--i.e. the execution time of the entire stimulus. We further assessed participants' reading and visual-motor integration skills to analyze their impact on the chronometric measures as a function of the linguistic proprieties of the stimuli. Our findings show a different pattern of processing for handwriting, the automatized process for our participants, and for typing, for which stronger lexical and sublexical effects emerged. Furthermore, reading and visual-motor skills interacted differently with the two transcription modalities unveiling a modality-specific role of individual skills according to the automatization of handwriting and typing.