<p>This follow-up study investigated the long-term retention and transfer of literacy skills in preschool-aged Arab Israeli children following a 16-session intervention with different writing modalities. The study examined whether the modality-specific benefits observed in the initial investigation—standard handwriting (SH), digitized handwriting (DH), and keyboard typing—were maintained over time and whether they generalized to novel literacy tasks. A total of 104 children (mean age = 64.01 months) who participated in the original intervention were included in the follow-up assessment and randomly assigned to one of the three intervention groups (SH, DH, Typing) or a control condition. Results revealed robust long-term gains in letter recognition, letter naming, and handwriting performance across all intervention groups compared to the control group. The handwriting groups (SH and DH) consistently demonstrated greater retention and transfer benefits than the typing group. Handwriting-based modalities showed superior long-term advantages. Transfer effects were also observed: children in the SH and DH groups outperformed the typing and control groups in reading and writing novel words, indicating enhanced generalization of acquired skills. The DH group showed superior gains in certain areas, suggesting that real-time visual feedback further reinforced learning processes. Overall, the findings provide strong evidence that handwriting—whether on paper or a digital tablet—offers unique cognitive and motor benefits that typing alone does not fully replicate. In the linguistically complex and orthographically challenging context of Arabic, graphomotor engagement appears particularly critical for building durable and transferable literacy skills in early childhood.</p>