Bibliographic citations
Thomas, K., Villanueva, A. (2024). El efecto de la intervención didáctica para la corrección de la disgrafía en niños del primer grado en educación primaria. [Universidad Nacional de Educación Enrique Guzmán y Valle]. https://repositorio.une.edu.pe/handle/20.500.14039/10518
Thomas, K., Villanueva, A. El efecto de la intervención didáctica para la corrección de la disgrafía en niños del primer grado en educación primaria. []. PE: Universidad Nacional de Educación Enrique Guzmán y Valle; 2024. https://repositorio.une.edu.pe/handle/20.500.14039/10518
@misc{renati/1736334,
title = "El efecto de la intervención didáctica para la corrección de la disgrafía en niños del primer grado en educación primaria.",
author = "Villanueva Quispe, Allison Rocio",
publisher = "Universidad Nacional de Educación Enrique Guzmán y Valle",
year = "2024"
}
The objective of this research work is the present degree work “The effect of didactic intervention for the correction of dysgraphia in first grade infants in primary education”, addresses dysgraphia as one of the essential problems in primary school. I.E.E 6050 Juana Alarco de Dammert. Thus, writing problems have been detected such as; combination of uppercase letters with lowercase letters, pseudowords, omission of words, as well as addition, the replacement of words with another that is related. Our objective, in this research, is to determine the relationship that dysgraphia has with didactic intervention at the primary level. The research methodology has a quantitative approach, for which information was collected with the survey technique and a diagnostic test was applied, which did not allow us to know the degree of difficulty in which the students find themselves in writing. For this, we will work with 12 learning sessions that encompass various strategies, activities, and skills. This will be applied with the help of the teacher, allowing them to improve and overcome the difficulty that these students have in writing. In conclusion, it is determined that the didactic intervention in students with deep, superficial and phonological dysgraphia is of great help since it allows us to eradicate this problem that arises from the first cycle of basic education, therefore, it is recommended that they use strategies, methods , didactic intervention, in order to help students and monitor appropriate attention where we can always observe the problem and why it arises.
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