roghayeh bahrami; hamid alizade; farangis kazemi
Abstract
The purpose of this study was to investigate the effect of psycho-motor exercises on the improvement of handwriting of elementary students. Handwriting problems can be due to factors such as inappropriate writing, inappropriate writing to write or inappropriate physical writing during writing, poor visual-motor ...
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The purpose of this study was to investigate the effect of psycho-motor exercises on the improvement of handwriting of elementary students. Handwriting problems can be due to factors such as inappropriate writing, inappropriate writing to write or inappropriate physical writing during writing, poor visual-motor coordination, difficulty in motor planning, and fine movement control. To reduce the handwriting problems of elementary school students, one can learn how to write the right instruction (how to get the pencil right, how to put paper on the table when writing, how to sit right while writing), enhancing fine fingers, eye and hand coordination, Strengthening self-esteem, raising attention and concentration, enhancing visual sequence, training the correct form of letters on the pattern, and exercising for correcting coarse-grained and fine-tuning. In this research, the single-subject design was used. The study population consisted of elementary students in Tehran province in the academic year of 96- 1395 who were selected by a researcher-made log book in terms of handwriting problems and trained for 10 sessions. Three data were used to analyze the data, including the base line, during training, and follow-up steps. Each student's score in the base line test, during training, and follow-up is displayed in the form of charts and tables. Based on the findings, it can be concluded that cognitive-motor exercises can be effective in improving the student's handwriting.