Disgrafia hobetzeko esku-hartzea idazkailu digitala erabiliz

  1. Irune Ibarra Lizundia
  2. Mikel Iruskieta Quintian
Revista:
Uztaro: giza eta gizarte-zientzien aldizkaria

ISSN: 1130-5738

Año de publicación: 2022

Número: 121

Páginas: 155-178

Tipo: Artículo

DOI: 10.26876/UZTARO.121.2022.8 DIALNET GOOGLE SCHOLAR

Otras publicaciones en: Uztaro: giza eta gizarte-zientzien aldizkaria

Objetivos de desarrollo sostenible

Resumen

An intervention to improve dysgraphia using a smartpen Although students from Elementary School started learning to write on the computer, handwriting still takes many exercises and evaluation tasks. Dysgraphia may not stand out much at the beginning of Elementary School, but as the complexity of handwritten tasks increase, the problem of handwriting becomes noticeable. This article aims to describe the procedure, tests and personalized intervention to identify developmental dysgraphia in a particular student. We performed some intermediate tests to measure the development of writing using a smartpen and we analysed the bursts with the Handspy program. Improvements in the modelling of the letters, memory access to letters and writing automation exercises have been described showing improvements in handwriting. Language corpora have been employed to design exercises based on frequency data. Finally, we report on the student’s progress of an 8th-month intervention.