Year: 2025
Type: article
Abstract: The purpose of this research is to address the topic of types of dysgraphia and their influence in the classroom. It is worth noting that this is one of the problems faced by primary school students in rural educational institutions in Tumaco, Colombia. this study shows that children have problems with written language. Students experience poor coodination, slow writing, excessive time spent on homework, sweaty palms, irregular pencil grip, and a reluctance to write. Dysgraphia directly affects the quality of writing, especially its graphomotor aspects. Children with dysgraphia understad the relationship between the sounds they hear and prnounce correctly and the graphic representation of these sounds. However, they experience weaknesses in writing as a resulto of poor motor skills. There are various types of dysgraphia, which is very common in the classroom; developmental dysgraphia, acquired, dysgraphia, specific dysgraphia, phonological dysgraphia, Surface dysgraphia, and Deep dysgraphia. The theoretical contributions of this study are base don the foundations of authors such as Oliver, Yirda, zuñiga, Briones, and Sarmiento, among others. An interpretive paradigm was used, using an inductive method with a qualitative approach. Therefore, the type of research is descriptive-explanatory, with a non-experimental design. The qualitative results were observed and interviewed, taking into account the keywords versus the subcategories. Regarding the discussion of the results, the proposed objective were taken into account. And finally, conclusions were drawn, responding to each of the specific objectives.
DOI: 10.71112/bp45k939
Author: Karen Viviana Caicedo González
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4413298145