Strengthening writing processes

Karol Stefan Chaparro Angarita

Yuri Lorena Ochoa León

Luisa Fernanda Silva Morillo

Jesica Alejandra Torres Sánchez

Bachelor's Degree in Early Childhood Education, UPTC

Pedagogical Project II

Martha Lucia Arias

29 de mayo de 2023
 Strengthening of Writing Processes

Contextualization:

Definition

Dysgraphia is the inability to manage writing,

with difficulty producing an understandable letter. This alteration implies a control

deficiency of the muscular system used to encode letters and words. (Jordan, 1982,

as cited in Alonso et al., 2005

According to García (2021), dysgraphia is a learning disorder that refers to a

persistent difficulty in writing, both in terms of quality and quantity. This

difficulty may include illegible handwriting, syntax and grammar issues, and problems

with the organization and planning of written content. It is a specific disability.

of learning that affects the ease with which children acquire language and can be

treated through occupational therapies, speech and language therapy, therapy of

behavior and the use of computer programs. Dysgraphia is often diagnosed

along with other learning disorders such as dyslexia, ADHD, or the disorder of

development of coordination.

There are several types of dysgraphia that are:

Motor: It is related to psychomotor disorders. The child is able to understand the

the relationship between the sounds heard and what he himself pronounces, as well as

the graphical representation of these sounds.

deficient. It manifests in: slowness, dissociated graphic movements, signs

undifferentiated graphics, incorrect pencil handling, and inadequate posture while writing.

Específica:En este caso la dificultad para reproducir las letras o palabras no se

particularly links to a motor disorder. Rather, it is due to a mistaken

perception of forms, spatial and temporal disorientation, rhythm disorders,

among others.

This type of dysgraphia compromises all fine motor skills. Children can

present: stiffness in writing, loose graphics, impulsivity, inability or

clumsy writing, slowness, and meticulousness.

Acquired: Whose difficulties in writing are due to brain injuries in

people who already knew how to write. It is also classified into central dysgraphia and

peripheral.

Central: What harms the linguistic aspects linked to writing.

Peripheral: It struggles to remember the necessary movements to draw the

letters or write words.

Evolutionary:

It is common to find it in children up to seven years old or in people who are

learning to read and write. This in turn is classified into: phonological, surface and

mixed.
Characteristics.

• Illegible writing

• Difficulty maintaining a straight line

• Syntax and grammar problems

• Difficulty in organizing and planning written content

• Mirror writing or backward writing

• Irregular spaces between letters or words

• Inconsistent pressure while writing

• Difficulty copying information from a book or from a blackboard.

• Manual fatigue and pain while writing

• Improper grip of the pencil or pen.

Treatments

Global and fine psychomotricity: Teaching the child postures or positions

suitable for sitting down and taking the pencil.

Perception: Working on rhythmic-temporal orientation, attention, confusion

(figure–ground) and the reproduction of visual models.

Viso-motricity: Improving the coordination of eye movements with the

body. The activities of punching with a punch, cutting with scissors, tearing with the

fingers, threaded and molded with dough, are ideal.

Graphomotor skills: Correct the basic movements related to writing. It

achieves by stimulating straight, wavy, curvilinear movements, taking into account

counts concepts such as pressure, braking, and fluidity.

Graph-writing: Work on improving the execution of the letters of the alphabet to

through calligraphy.
Procedures

Therapies: The main treatment for writing difficulties is therapy.

occupational (OT, for its acronym in English). Therapists can help improve

fine motor skills and motor planning. Physical therapy can help

with the posture and position of the arm.

Supports in school: Children with dysgraphia can receive support in school to

through an IEP or a 504 plan. There are various adaptations for writing. The

students can also obtain assistive technology and other tools, which

They can range from a simple pencil holder to dictation software.

Help at home: There are many ways you can help your child with the

writing. These are some:

Learn a drawing exercise to improve handwriting.

Listen to an expert explain how to use dictation software in a

mobile device

Find tools that can help with dysgraphia.

Watch a video about how different pencil grips could help you.

son.

Try multisensory techniques for teaching handwriting.

Of all the ways you can help, one is especially important. Show to

your child that you are there to help and provide the appropriate recognition can

develop your self-esteem and self-confidence. It can also help you to continue

motivated to improve his writing skills.

Dysgraphia is a writing disorder that affects a child's ability to

to produce letters and words in a legible and fluid manner. Although the specific difficulties

They can vary from one child to another, here are some common aspects that may arise:

Difficulties in spelling and grammar: Dysgraphia may also be associated

with difficulties in spelling and grammar. Children can make mistakes

frequent spelling errors, having difficulties organizing ideas and presenting

correct grammatical structures.

Spatial organization problems: Children with dysgraphia may have

difficulties in organizing words and spaces on a page. They can write

words too close together or leaving inconsistent spaces between the words and the

lines.

Low self-esteem and frustration: Due to the difficulties they face, children

With dysgraphia, they may experience low self-esteem and frustration. They may feel

ashamed of their writing and avoid tasks that require writing skills.

It is important to emphasize that dysgraphia is not related to a person's intelligence.

child. Many children with dysgraphia are intelligent and talented in other areas. However, it is

It is crucial to provide them with support and appropriate strategies to overcome writing difficulties.

A multidisciplinary approach that involves educators, occupational therapists and

other healthcare professionals can help address the challenges of dysgraphia. They can
use specific techniques and exercises to improve fine motor coordination, posture

and the formation of letters, as well as the use of technological aids such as adapted keyboards or

voice recognition software.

With the right support and compassionate understanding from adults and

friends, children with dysgraphia can develop stronger writing skills and

overcoming the difficulties associated with this disorder.

Limitations

Dysgraphia can also affect a child's spelling. They may make mistakes.

frequent in the spelling of simple words or having difficulties remembering the sequence

correct of the letters, in one word.

Due to the difficulties in forming letters and words, children with dysgraphia may

write more slowly than their peers. This can affect their ability to complete

written tasks at the same time as the others.

Children with dysgraphia may have problems with spatial organization in the

paper. They may have difficulties aligning their writing correctly on lines and maintaining

an adequate margin. Dysgraphia can affect a child's written expression. They may have

difficulties in placing their ideas on paper in a coherent and structured way.

It is important to keep in mind that limitations can vary in each child with

dysgraphia. Some may experience all of these difficulties, while others may

to have specific difficulties. An individualized approach and appropriate support can help to

children with dysgraphia to overcome these limitations and develop writing skills more

effective.
Problem Question

How can writing processes be strengthened in children?

Intentionality of the proposal

The aim of this proposal is to offer activities that assist children in their process of

writing. With these activities we can encourage the progress of children with dysgraphia,

while we work alongside the children who do not have this problem and thus work with both

groups without excluding anyone. By implementing these activities we can develop

fine motor skills, hand-eye coordination, and writing proficiency.

Legal Framework

In Colombia, to support children with dysgraphia, we observe the established legal framework.

by the following laws and policies:

1. Article 24 of the United Nations Convention on the Rights of the

Persons with Disabilities and in article 11 of Law 1618 of 2013, where it

indicates that: all persons with disabilities have the right to education in the

framework of the regular educational system, that is, in the same schools and institutions

educational programs that are attended by people without disabilities and that no one can

to be excluded from education due to their disability. All boys and girls,

regardless of their disability belong to the regular school, including those whose

the health situation is more delicate.

2. Law 115 of 1994 incorporates the principle of flexibility in the definition of

curriculum. The educational institution must ensure that its curriculum guides the

academic task, allows for innovation and adapts to its own characteristics

the students and the cultural and social environment that is specific to them. The flexibility for
 students with disabilities is not just about making adjustments to the content and the

objectives, since the right to education with equity and the realization of

reasonable adjustments to access them, after having exhausted all the

possibilities within the framework of universal design. Therefore, the PIAR cannot

to be understood as a parallel curriculum, but as an adjustment to the planning of

classroom, of area and of studies of the educational institution.

3. Decree 366 of 2009 article 2 establishes that, within the framework of rights

fundamental, the population that presents barriers to learning and the

participation due to their disability and the one with ability or talent

exceptional has the right to receive a relevant education and without any type of

discrimination. The relevance lies in providing the support that each individual

require for your rights to education and social participation to develop

fully.

Activity

A rally will be held which contains 4 activities, groups will be formed where each student

must go through one of the stations, whoever manages to complete all the tests will be the group

winner.

The games that will be part of the Rally are:

• Tracing game: The person must follow lines or patterns.

pre-established with a pencil or a finger. You will need to draw the labyrinthine path, the

geometric shapes or letters and words that correspond. This activity will help to

improve hand-eye coordination and precision in strokes.

• Sensory writing: We will use sand so that the person can experience different

sensations when writing. They should trace the corresponding letters or words with the
 fingers. This activity will help to stimulate muscle and tactile memory, and can

help reinforce the shape and stroke of the letters.

• Word game in motion: With the help of cards with letters or words, you can

they will be located in different places in space. The person will walk and, as they pass by

a card, will read it aloud or write it on a paper as instructed. This

activity combines physical movement with the practice of writing, which can

facilitate motor coordination.

• Mirror writing: The person will write words or phrases in reverse, that is,

right to left. This activity helps to develop a greater spatial awareness

and to strengthen the muscles necessary for writing.

Conclusions

Dysgraphia is a learning disorder that can be caused by different factors.

factors such as: motor difficulties, incorrect perception of shapes or injuries

cerebral, which can lead to low self-esteem and frustration in the child if it is not addressed.

to try.

Dysgraphia can be managed through a treatment that involves different areas.

such as occupational therapy, physical therapy, and support at home and school, is

it is important to keep in mind that, with the right support, skills can be developed that

let us face this difficulty.

Recommendations

• It is important to promote the implementation of activities that include everyone.

group of students, in this way the children who have any disorder of

learning will not feel excluded.

hand-eye coordination and writing skills.

• Multisensory techniques such as tracing games should be used.

sensory writing and writing in motion as this helps them develop

it improves their skills and allows them to enhance their writing.

What is dysgraphia | Top Doctors. (n.d.). Top Doctors.

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Neurodevelopmental disorders: concepts, neurotopography and psychomotor aspects

(pp. 51–60). AYA Publisher.

García, K. (2021). La disgrafía: Definición, causas, tipos, diagnóstico y [Link]

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dysgraphia-definition-causes-types-diagnosis-and-treatment/

The team, D. (2020, October 22). Treatments for children with dysgraphia. Understood.

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3, E. (2022, 31 agosto). Disgrafia: 15 actividades y recursos para el aula y [Link]ÓN 3.0.

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