PROBLEMAS DE ESCRITURA - DISGRAFÍA: ESTUDIO DE CASO DE UN ESTUDIANTE DEL 5TO GRADO DE PRIMARIA DE LA INSTITUCIÓN EDUCATIVA 40171 “SANTÍSIMA VIRGEN DE FÁTIMA” DEL DISTRITO DE JOSE LUIS BUSTAMANTE Y RIVERO, AREQUIPA, 2022
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2026-09-09
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Difficulties in the writing process constitute a significant educational issue because they affect not only the graphic quality of written productions but also students’ confidence, autonomy, and academic performance. In elementary education, writing represents a fundamental competency for expressing ideas, constructing knowledge, and participating in different communicative situations. However, some students present persistent difficulties related to dysgraphia, which are often overlooked or interpreted merely as “poor handwriting,” limiting timely pedagogical intervention. Based on this reality, the motivation for this study emerged, aimed at understanding the manifestations of dysgraphia in a fifth-grade elementary school student by identifying the graphomotor, postural, and functional factors involved in the student’s writing process.
The general objective of this research was to understand the manifestations of dysgraphia in the writing process of a fifth-grade elementary school student from an educational institution. To achieve this purpose, aspects related to the development of fine motor skills, graphomotor control, pencil grip and handling, writing pressure, body posture, writing speed, and handwriting legibility were analyzed.
The study was conducted using a qualitative approach because it sought to understand and interpret the specific characteristics of the phenomenon within the student’s natural context. It corresponded to a case study research design, focused on the in-depth analysis of a specific educational situation. The methodological design allowed information to be collected from various sources through techniques such as observation, analysis of written productions, and graphomotor assessment. The instruments used included an observation guide, field diary, graphomotor test, writing assessments, and documentary analysis records, allowing data triangulation to ensure a deeper understanding of the case studied.
The results showed that the manifestations of dysgraphia were mainly associated with difficulties in the development of fine motor skills, reflected in stiffness of hand movements, limited eye-hand coordination, and lack of confidence during graphomotor activities. Likewise, difficulties in graphomotor control were identified through irregular strokes, excessive pencil pressure, fatigue during writing tasks, and inappropriate grip of the writing instrument. In addition, incorrect body posture, improper notebook positioning, and limited spatial organization influenced writing quality, causing slow writing speed, irregular letter size, inappropriate word spacing, and decreased handwriting legibility.
It is concluded that dysgraphia is a difficulty that requires understanding from a comprehensive perspective, considering motor, emotional, family, and pedagogical factors. The findings highlight the importance of early detection and the implementation of graphomotor intervention strategies aimed at strengthening fine motor skills, posture, coordination, and writing confidence.
Keywords: Dysgraphia, writing, fine motor skills, graphomotor skills.