Fluidez y exactitud en la copia de letras del alfabeto (manuscrita vs. cursiva): un estudio transversal

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Fluidez y exactitud en la copia de letras del alfabeto (manuscrita vs. cursiva): un estudio transversal

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Title: Fluidez y exactitud en la copia de letras del alfabeto (manuscrita vs. cursiva): un estudio transversal
Author: Morales, Celia; Gil, Verónica; Suárez, Natalia; González, Desirée; Jiménez, Juan E.
Abstract: La escritura evoluciona con el paso del tiempo. El tipo de letra que los niños comienzan a aprender depende del currículo de su país y la política educativa. Hay dos tipos principales de letra:manuscrita y cursiva. Existe un debate sobre qué tipo de letra sería mejor utilizar para comenzar la enseñanza de la escritura, pero no se ha llegado a un consenso. Esta investigación analiza la escritura con ambos tipos de letra. Nuestro objetivo ha sido averiguar si existen diferencias en la exactitud y fluidez cuando los niños copian el alfabeto utilizando diferentes tipos de letras (manuscrita vs. cursiva), y si estas diferencias están mediatizadas por el curso (1º, 2º y 3º). Para ello se administraron algunos subtests de la prueba denominada Early Grade Writing Assessment (EGWA) (Jiménez, 2012) a una muestra de niños de 1º, 2º y 3º de Educación Primaria.Handwriting evolves with the pass of time. The type of script which children begin to learn depends on curriculum in their countries and the educational policy. There are two main types of script: manuscript and cursive. There is a controversial issue about which type of script would be best to use to begin the teaching of handwriting, but has not been a consensus yet. This research analyzes manuscript and cursive script modalities. Our objective was to determine whether there are differences in accuracy and fluency when students are copying the alphabet letters using different types of script (manuscript vs. cursive), and also whether these differences are mediated by the grade (1st, 2nd and 3rd ). A subtest from the test called Early Grade Writing Assessment (EGWA) (Jiménez, 2012) was administered to a sample of children from 1st, 2nd and 3rd grade.
URI: http://hdl.handle.net/10662/10894
Date: 2014


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