Dysgraphia Indicators in Kindergarten from the Teachers’ Points of View

Abstract

       This study aims to identify dysgraphia indicators in kindergarten from the teachers’ points of view using the descriptive approach. The study sample consisted of (146) kindergarten teachers to answer the following question:what are dysgraphia indicators in kindergarten from teachers’ viewpoints. Five sub-questions  tried to discover the indicators of motor dysgraphia, the indicators of spatial dysgraphia, the indicators of visual perception dysgraphia, the indicators of visual memory dysgraphia, and the indicators of dyslexic dysgraphia in kindergarten. The researcher used survey as a tool to answer the questions of the study. The study results are as follow: Under motor dysgraphia indicators, teachers agreed that the child’s handwriting looks tilted, s/he presses on the pen while writing, s/he writes too slowly. As for the indicators of spatial dysgraphia, they responded that shapes of letters and numbers are large. The indicators of visual perception dysgraphia according to teachers are that the child finds it difficult to copy letters and words and geometric shapes when writing, s/he finds it difficult to visually perceive between letters, numbers and geometric shapes. The indicators of visual memory dysgraphia  shows that the child finds it difficult to recall or produce of letters or words from memory. The most important results of dyslexic dysgraphia indicators is that the child reverses letters and numbers when writing as they look in the mirror. Also, a child replaces a letter in a word with another letter.The study recommends the following: Taking care of dysgraphic children while teaching writing, Early examination of dysgraphia among children setting therapeutic plans for disgraphicchildren,Training kindergarten children on writing at an early stage