Motor training as a teaching process to reduce dysgraphy in first grade students

Abstract

This investigative process as the main objective to propose a didactic strategy that allows to reduce dysgraphia from a didactic process that allows to strengthen the writing of first grade children of said institutions, thus allowing students to reduce their dysgraphic problems. It was through a qualitative study with a social critical approach supported by a type of action research (AI), applied to 52 first grade students (30 girls and 22 boys) all of them with writing problems. In addition, the information collection techniques, the diagnostic workshop, participant observation and the evaluation workshop were taken into account. The results obtained show the two institutions with a certain number of students who present dysgraphic problems, with whom a didactic process of motor preparation is worked, in order to improve the quality of their spellings. But it is necessary to implement certain training in teachers that allows them adequate training in terms of didactic processes to reduce dysgraphia with a view to continuous improvement in the teaching and/or learning process of the institution. Also, it should be specified that the didactic strategy that was developed and applied allowed to incorporate improvement processes in their calligraphy, writing and security in their strokes in which the population under study strengthened their skills and abilities within writing and strengthening processes in its fine and gross motor part.