Motricidad fina en la legibilidad de la escritura en estudiantes con dificultades en el aprendizaje

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dc.contributor.advisorHernández, Yira
dc.creatorHidalgo, Ana Lía
dc.date.accessioned2026-03-13T20:44:58Z
dc.date.available2026-03-13T20:44:58Z
dc.date.issued2025-03-15
dc.descriptionThis research analyzes the influence of fine motor skills on the legibility of handwriting in second-grade students with learning difficulties at CEBG El Roble. The overall objective was to determine how the development of manual skills affects stroke clarity, spatial organization, and graphic coherence. To this end, a non-experimental, descriptive, and cross-sectional design with a quantitative approach was used, employing standardized pedagogical tests and surveys administered to teachers to gather information on motor performance and professional perceptions. The results showed that a significant proportion of the group presented critical levels in writing speed, stroke control, and graphic quality, with a high prevalence of errors such as irregular size, fluctuating alignment, and excessive pressure. Furthermore, the teacher surveys confirmed a widespread perception of the close relationship between weaknesses in fine motor skills and legibility problems, as well as the need for specific intervention programs. It was observed that students with greater development of visuomotor coordination showed better spatial organization and greater clarity in letter formation. The findings indicate that fine motor skills are a determining factor in legible handwriting, making early stimulation essential to prevent persistent difficulties. Furthermore, the importance of integrating systematic pedagogical strategies and practical activities that strengthen manual coordination is highlighted, contributing to improved academic performance and students' emotional well-being.
dc.description.abstractLa investigación analiza la influencia de la motricidad fina en la legibilidad de la escritura en estudiantes con dificultades de aprendizaje de segundo grado del CEBG El Roble. El objetivo general consistió en determinar cómo el desarrollo de las destrezas manuales incide en la claridad del trazo, la organización espacial y la coherencia gráfica. Para ello, se empleó un diseño no experimental, de tipo descriptivo y transversal, con enfoque cuantitativo, aplicando pruebas pedagógicas estandarizadas y encuestas dirigidas a docentes para recopilar información sobre el desempeño motor y la percepción profesional. Los resultados evidenciaron que una proporción significativa del grupo presentó niveles críticos en velocidad de escritura, control del trazo y calidad gráfica, con alta presencia de errores como irregularidad en tamaño, alineación fluctuante y presión excesiva. A su vez, las encuestas docentes confirmaron una percepción generalizada sobre la estrecha relación entre debilidades en motricidad fina y problemas de legibilidad, así como la necesidad de programas específicos de intervención. Se observó que los estudiantes con mayor desarrollo en coordinación visomotora mostraron mejor organización del espacio y mayor claridad en la formación de letras. Las conclusiones señalan que la motricidad fina constituye un componente determinante en la escritura legible, por lo que su estimulación temprana resulta indispensable para prevenir dificultades persistentes. Asimismo, se destaca la importancia de integrar estrategias pedagógicas sistemáticas y actividades prácticas que fortalezcan la coordinación manual, contribuyendo al mejor rendimiento académico y al bienestar emocional del estudiantado.
dc.description.sponsorshipThis research analyzes the influence of fine motor skills on the legibility of handwriting in second-grade students with learning difficulties at CEBG El Roble. The overall objective was to determine how the development of manual skills affects stroke clarity, spatial organization, and graphic coherence. To this end, a non-experimental, descriptive, and cross-sectional design with a quantitative approach was used, employing standardized pedagogical tests and surveys administered to teachers to gather information on motor performance and professional perceptions. The results showed that a significant proportion of the group presented critical levels in writing speed, stroke control, and graphic quality, with a high prevalence of errors such as irregular size, fluctuating alignment, and excessive pressure. Furthermore, the teacher surveys confirmed a widespread perception of the close relationship between weaknesses in fine motor skills and legibility problems, as well as the need for specific intervention programs. It was observed that students with greater development of visuomotor coordination showed better spatial organization and greater clarity in letter formation. The findings indicate that fine motor skills are a determining factor in legible handwriting, making early stimulation essential to prevent persistent difficulties. Furthermore, the importance of integrating systematic pedagogical strategies and practical activities that strengthen manual coordination is highlighted, contributing to improved academic performance and students' emotional well-being.
dc.formatapplication/pdf
dc.format.extent114 páginas
dc.identifier.urihttps://repositorio2.udelas.ac.pa/handle/123456789/1540
dc.languagespa
dc.publisherUniversidad Especializada de las Américas
dc.relation.urihttps://creativecommons.org/licenses/by-nc-sa/4.0/
dc.rightshttps://creativecommons.org/licenses/by-nc-sa/4.0/
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.licensehttps://creativecommons.org/licenses/by-nc-sa/4.0/
dc.rights.urihttps://creativecommons.org/licenses/by-nc-sa/4.0/
dc.subjectescritura
dc.subjectlegibilidad
dc.subjectmotricidad
dc.subjectrendimiento
dc.subjecttrazo
dc.subjectwriting
dc.subjectlegibility
dc.subjectmotor skills
dc.subjectperformance
dc.subjectstroke
dc.titleMotricidad fina en la legibilidad de la escritura en estudiantes con dificultades en el aprendizaje
dc.typeThesis
dc.typeinfo:eu-repo/semantics/bachelorThesis
dc.typeinfo:eu-repo/semantics/updatedVersion
repositorio.trabajodegrado.carreraLicenciatura en Dificultades en el Aprendizaje
repositorio.trabajodegrado.facultadFacultad de Educación Especial y Pedagogía
repositorio.trabajodegrado.sedePanamá
repositorio.trabajodegrado.tipoTesis - Licenciatura

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