La capacidad psicomotora y su relación con el rendimiento académico en las áreas de lectura y escritura

Abstract

The learning of reading and writing implies the domain of some skills that the child should be developing progressively, specifically the elements related to the vizo-motor coordination as a component of the psychomotor capacity, for this reason, the main objective of the present investigation was to evaluate the vizo- motor coordination and establish its relationship with the academic performance in the areas of reading and writing. For that, the Bender Vizo-motor Gestalt Test was considered as an instrument, an adaptation of Hilda Santucci that evaluates three aspects: angles construction; figures orientation; and relative position of the figures. The population was composed of 103 children who were enrolled in the second year of EGB of the Julio María Matovelle School in the Cuenca City. The research design had a quantitative focus, descriptive-comparative scope, non-experimental and transversal. The SPSS and Excel statistical programs were used to analyze and interpret the data. Frequencies and categories were established with the results obtained through the test and the grades of the academic performance of the reading and writing areas provided by the teachers of the Institution. The results obtained expressed that the studied population is in the process of developing vizo-motor coordination, situating itself in a lower level, while in the qualifications in a higher level, demonstrating that there is no relationship between these two variables. That is to say that the qualifications don´t reflect the development of vizo- motor coordination.