La corrección de la digrafía motriz en niños de la Educación Primaria
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Universidad de Sancti Spíritus José Martí Pérez
Abstract
A los trastornos presentados en la escritura en los escolares de segundo grado de la
escuela primaria Serafín Sánchez Valdivia es que va dirigido el esfuerzo de esta
investigación y responde a la línea la prevención de las alteraciones del
comportamiento, trastornos de conducta y dificultades en el aprendizaje, que tiene
como objetivo proponer actividades manuales para la corrección de la disgrafia
motriz en estos escolares. Se emplearon diferentes métodos del nivel teórico,
empírico y estadístico - matemático, así como instrumentos de investigación que
facilitaron medir la efectividad de la propuesta diseñada para dar solución al
problema detectado en la práctica profesional. Estos métodos se sustentaron en el
materialista dialéctico como método fundamental que posibilitó la fundamentación de
la tesis en relación con el sistema de conceptos que se expresa en la misma y la
interpretación de los resultados.
Mediante estas actividades el escolar hace uso de sus capacidades creativas,
desarrollan la atención, memoria. Además, preparan para la lectura y la escritura.
Favorecen el desarrollo de la motricidad al trabajar y ejercitar las manos, que le
permiten el uso correcto de los lápices y el trazo en el proceso de escritura
The written disorders presented in the second grade students of Serafin Sanchez Valdivia Elementary School go to the effort of this research, which it responds to the line of investigation related to the prevention of behavioral disorders, and learning difficulties, which it proposes manual of activities for the correction of the motor dysgraphia in these students. Different methods of the theoretical, empirical and statistical - mathematical level were used, as well as research instruments that facilitated measuring the effectiveness of the proposal designed to solve the problem detected in the professional practice. These methods were based on the dialectical materialist as the fundamental method that made possible the foundation of the thesis in relation to the system of concepts expressed in it and the interpretation of the results. By means of these activities the scholar makes use of his/her creative abilities, develops attention and memory. In addition, they prepare themselves for reading and writing. They favor the development of motor skills when working and exercising their hands, which allow them the correct use of pencils and stroke in the writing process.
The written disorders presented in the second grade students of Serafin Sanchez Valdivia Elementary School go to the effort of this research, which it responds to the line of investigation related to the prevention of behavioral disorders, and learning difficulties, which it proposes manual of activities for the correction of the motor dysgraphia in these students. Different methods of the theoretical, empirical and statistical - mathematical level were used, as well as research instruments that facilitated measuring the effectiveness of the proposal designed to solve the problem detected in the professional practice. These methods were based on the dialectical materialist as the fundamental method that made possible the foundation of the thesis in relation to the system of concepts expressed in it and the interpretation of the results. By means of these activities the scholar makes use of his/her creative abilities, develops attention and memory. In addition, they prepare themselves for reading and writing. They favor the development of motor skills when working and exercising their hands, which allow them the correct use of pencils and stroke in the writing process.