La lateralidad en el desarrollo de la escritura en estudiantes de segundo grado de Educación General Básica de la Escuela de Educación Básica ‘‘Naciones Unidas’’, del cantón Saquisilí

Abstract

The purpose of this work is to analyze the relationship between laterality and the development of writing in second-grade students of Basic General Education of the School of Basic Education ‘‘Naciones Unidas’’, in the canton of Saquisilí. It is part of the ‘‘Social and educational behavior’’ research line. The study is current in the institutional educational context and is important because it guides the teacher to identify and promote manual dominance in their students, in order to adapt the activities and physical environment to individual needs. It adopted a descriptive cross-sectional non-experimental design, with a mixed approach. The research modality was bibliographic-documentary and field. It reached the exploratory, descriptive and correlational levels. The techniques used were a Harris Test stratum focused on the manual dimension and a handwriting test, and the instruments used were a Likert scale and a rubric. It had a reference population of 101 students and an intentional sample of 20. The results showed that 90,1% had right laterality, 5,9% left laterality and 4% ambidextrous; at the same time, 10% of the sample had an ‘‘encellent’’ ability to generate cursive calligraphic features and strokes, 60% ‘‘very good’’ and 30% ‘‘good’’. Finally, the Spearman Rho coefficient showed a moderate correlation between (-0,471*). Then, it is concluded that laterality has a significant impact on the development of writing, although it does not directly influence the quality or style of writing.