Abstract
Introduction: The formation and the development of graphomotor skills in children with language deficits in primary school age is a difficult and long process, and its disturbance leads to serious problems not only with the process of literation but also disrupt purely academical learning. Purpose: The aim of our study is to show the level of formation of graphomotor skills in children with language deficits in primary school age before and after the implementation of a system of therapeutic techniques, approaches and methods based on both the world's and Bulgarian's experience in the area of therapy of disturbance in graphomotor skills. Material and Method: The study encompasses a total of 40 children in primary school, aged 7-8, who were subjected to logopedic therapy aimed to overcome difficulties in graphomotor skills. It was conducted for a period of 5 years. The therapy was done either individually or in groups of 2 children. Results: The data from test 1 and test 2 show development and maturation of structures in the left hemisphere: frontoparietal and basal temporal, responsible for functioning of the spatial orientation and ideomotor apraxia. For this reason the 7-8 years age group can be considered sensible for development of graphomotor skills as a component of formation of the written form of language and is especially suitable for intensive logopedic therapy aimed for its formation. Conclusion: The implemented therapeutic techniques during the logopedic therapy are aimed not only for establishing the occulo-spacial orientation but also for formation and development of language competence, which are directly linked to formation of the written form of language.
Highlights
The formation and the development of graphomotor skills in children with language deficits in primary school age is a difficult and long process, and its disturbance leads to serious problems with the process of literation and disrupt the purely academical learning.Purpose: The aim of our study is to show the level of formation of graphomotor skills in children with language deficits in primary school age before and after the implementation of a system of therapeutic techniques, approaches and methods based on both the world’s and Bulgarian’s experience in the area of therapy of disturbance in graphomotor skills
The data from test 1 and test 2 show development and maturation of structures in the left hemisphere: frontoparietal and basal temporal, responsible for functioning of the spatial orientation and ideomotor apraxia. For this reason the 7-8 years age group can be considered sensible for development of graphomotor skills as a component of formation of the written form of language and is especially suitable for intensive logopedic therapy aimed for its formation
The implemented therapeutic techniques during the logopedic therapy are aimed for establishing the occulo-spacial orientation and for formation and development of language competence, which are directly linked to formation of the written form of language
Summary
The formation and the development of graphomotor skills in children with language deficits in primary school age is a difficult and long process, and its disturbance leads to serious problems with the process of literation and disrupt the purely academical learning.Purpose: The aim of our study is to show the level of formation of graphomotor skills in children with language deficits in primary school age before and after the implementation of a system of therapeutic techniques, approaches and methods based on both the world’s and Bulgarian’s experience in the area of therapy of disturbance in graphomotor skills. The formation and development of graphomotor skills in children with language deficits in primary school age is a hard and a long process and its disturbance leads to serious problems with the process of literation and disrupt the purely academical learning In this particular age the establishment of literacy, as one of the important processes in human life, starts. The scientific work in this area show that the formation of the written skills is disrupted by disturbance in the visual- motor coordination in children and school pupils as a result of immaturity or false formation of some of the higher cortical functions which are responsible for development of the graphomotor skills and habits Their disturbed formation leads to aberration in orientation in space and time, low motivation and insufficient self-control, expressed in difficulty in the process of formation of graphomotor skills and mastering the written form of language [1-4]. Speaking the leading role has the discovered by Exner “area of writing” in the posterior part of the second frontal gyrus, the so called premotor field or Brodmann area 8 [1-4]
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
