Prevención de trastornos de escritura en escolares de primaria en las condiciones de educación familiar.

Irina A. Emelyanova; Olga E. Shapovalova; Natalia V. Shklyar; Olga V. Karynbaeva; Elena A. Borisova.

doi:10.46377/dilemas.v31i1.1199

Irina A. Emelyanova Department of Correctional Pedagogy, Psychology and Speech Therapy.
Olga E. Shapovalova Department of Correctional Pedagogy, Psychology and Speech Therapy.
Natalia V. Shklyar Department of Pedagogy and Psychology – Center of Education.
Olga V. Karynbaeva Department of Correctional Pedagogy, Psychology and Speech Therapy.
Elena A. Borisova. Department of Correctional Pedagogy, Psychology and Speech Therapy.

DOI: https://doi.org/10.46377/dilemas.v31i1.1199

Palabras clave: escritura, disgrafía, escolares de primaria, interacción, familia

Resumen

La relevancia de la investigación está dada en la necesidad de crear condiciones óptimas para dominar con éxito el hábito de escritura por los escolares de primaria. Un papel especial en la solución de este problema lo desempeña la interacción del pedagogo y la familia que contribuye al aumento de la competencia pedagógica de los padres. En el artículo fueron expuestos los resultados de un estudio experimental destinado para detectar en los escolares de primaria las dificultades en dominar la escritura y las recomendaciones metodológicas para los padres. El método principal fue el estudio experimental que permitió revelar el nivel de la preparación de escolares de primaria para dominar el hábito de escritura y los antecedentes de disgrafía.

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