Recursos didácticos innovadores para mejorar la disgrafía en lengua y literatura, estudiantes de tercer grado escuela simón bolívar, periodo 2022

Abstract

The present research work proposes innovative didactic resources to improve dysgraphia in third grade children, Simon Bolivar School, with the purpose of strengthening the teaching-learning processes in children with dysgraphia problems. The methodology used in this study allowed the collection of information using instruments such as surveys, observations, and interviews. These instruments were applied to a population of 15 students, and diagnostic evaluation tests were used to detect the degree of difficulty in writing of the students. In addition, the direct observation method was used to evaluate the individual writing difficulties and educational needs of each student. What contributes to the conclusion that most of them have writing problems are poor spelling, omission of words in some graphemes, mixing of upper- and lower-case letters, disregard for white space, incorrect joins and fragmentations in sentences, and lack of proper alignment. All these problems have a direct impact on the way they write, which is why this conclusion was reached. The theoretical foundation was based on widely respected authors in the fields of pedagogy and psychology, who assume the importance of writing processes from preschool to prepare children by strengthening their foundational knowledge of reading and writing, as well as the instructional tools that support motor development, which reflect the mental and physical growth of the infant, to start an adequate primary schooling. Supported from the question How to create innovative strategies to improve the teaching process of dysgraphia in the students of the Simón Bolívar school? Whose antecedents allowed a tabulation, labeling and information process to access a descriptive state for a thorough study.