Neurodidactic strategies for addressing dysgraphia in fifth-grade students of basic education

Abstract

Introduction: Neurodidactics, a discipline that integrates neuroscience and pedagogy, offers strategies based on brain plasticity, motivation, and multisensory learning to address dysgraphia, a specific writing disorder that affects legibility, coherence, and self-esteem in fifth-grade students (10-11 years old). Materials and methods: A mixed-methods approach was used, applying the Ecuadorian Ministry of Education's Language Screening Test (writing) to 8 students with dysgraphia selected from a population of 25 children, complemented by participant observation and document analysis. Results: The most frequent errors were letter addition (21%), dysgraphia (17%), dysorthography (17%), and letter omission (17%), while transposition was the least common error (4%). Discussion: These findings highlight deficiencies in motor control, perception, and spelling processes, justifying the design of a neurodidactic strategy structured around three activities (multisensory stimulation, graphomotor worksheets, and mind maps) with high internal validity (Cronbach's alpha = 0.84) and expert support. Conclusions: The implementation of neurodidactic strategies contributes to the cognitive, emotional, and motor development of students with dysgraphia, facilitating their educational inclusion and fostering meaningful learning through multisensory and organizational experiences.