Neuropsychophysiological basis of the writing learning process.

Abstract

The knowledge on the part of educators of the neuropsychophysiological bases of reading and writing allows them to influence an adequate process of acquisition of written language in children, which contributes to reducing the insecurity, frustration, school dropout that currently exists in the schools; it also helps avoid learning and behavior problems. With a psychophysiological approach, the factors that enable the development of written language and some of the alterations that can occur when they are not stimulated correctly from an early age are treated.