The effectiveness of graphomotor training in the third grade of elementary school

摘要

A suitably developed graphomotor skill is an important element for successful writing. Problems in this field do not only affect the school performance but may as well have a broader negative impact on an individual's self-esteem, their social contacts, etc. (Golli, 1991; Regvar 1990). Several results of studies, both abroad and in Slovenia, have shown that regular training of graphomotor skills can improve one’s writing performance (Marquardt in Lipičnik, 2011; Cahill, 2009).udThe purpose of our research was to develop a systematic two-month graphomotor skills training and examine the effect of the training on the improvement of certain cognitive aspects of writing, graphomotor skills and orthography. The training was carried out with two third-grade regular elementary school pupils. Both of them have significant problems in the field of writing. Before and after the training, we compared their results with the results of two pupils who were not part of the training and formed the control group. One of them has disabilities in the field of writing, while the other does not. Before and after the training all the pupils were tested with the ACADIA and SNAP subtests as well as assessed for signs of dysgraphia in their handwriting.udThe results of the two-month training have shown improvement of certain skills that significantly affect the successful development of writing. Improvement, compared to the two pupils in the control group, can be seen in the area of visual-motor coordination, visual tracking and visual perception; the handwriting is easier to read, the letters are better formed and of proportional sizes. One of the pupils developed the correct writing grip and reduced the pressure on pencil while writing. Based on the two case studies which were carried out with the two pupils of the third class we can conclude that firstly, before the process of systematic literacy it is necessary to focus on the development of skills required for writing (motor skills, visual perception, etc.); secondly, with a carefully planned and regular training of writing skills we can improve some aspects of pupils’ writing. The study results also indicate the need for greater attention to the systematic preparation in the early stages of writing instruction.ud