Abstract

RIVAS TORRES, Rosa María  and  LOPEZ GOMEZ, Santiago. The Reeducation of Dysgraphia: Neuropsychological and Psycholinguistic Perspectives. Pensam. psicol. [online]. 2017, vol.15, n.1, pp.73-86. ISSN 1657-8961.  https://doi.org/10.11144/Javerianacali.PPSI15-1.RDPN.

Objective. This study aimed to carry out an updated review of neuropsychological and psycholinguistic models in the intervention of writers who demonstrate poor acquisition of writing skills. Method. We have started a comprehensive review and theoretical study of specialized documents, using various specific descriptors (dysgraphia - neuropsychology, dysgraphia - psycholinguistic, reeducation / education - dysgraphia) in the Web of Science. Results. Regularly, the literature suggests that neuropsychological and psycholinguistic intervention must be comprehensive, in the sense of focus on both general and specific processes that underlie each child's writing. The adaptation of the working model to the real needs of the student in terms of graphics, quality of writing and their particular difficulties allows the optimization of the result. Conclusion. We need to consider that a good intervention in writing can't be generic, but must be individualized and specific. The adoption of a model of integrated work brings benefits to the child, since it focuses on the factors that determine their graphic act, the quality of the composition, and correction of their specific errors.

Keywords : Dysgraphia; school difficulties; learning to write; neuropsychology; psycholinguistic.

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