Mistakes in the writing of adolescents with high and low academic performance. A neuropsychological analysis.

Abstract

The purpose of the work was to analyze, from the Historical-Cultural neuropsychology, the types of errors in writing in adolescents of basic secondary education with high academic performance (HAP) and low academic performance (LAP). Based on the syndromic analysis proposed by Luria, the mechanisms of regulation and control and of global spatial analysis and synthesis were identified as mechanisms underlying the types of errors presented by the participants. A descriptive cross-sectional design was applied. The sample included 8 adolescents with HAP and 8 with LAP, from each of the three grades of secondary education, with a total sample of 48 Mexican adolescents. Tasks were applied to evaluate neuropsychological mechanisms and writing. The results showed the types of writing errors characteristic of the mechanisms identified as deficient in their functional level, the errors were more significant in the LAP group. The need to correct difficulties in writing is highlighted, not from writing itself, but to contemplate activities that favor the functional development of deficient mechanisms, even since the level of initial basic education.