Neuropsychology Evaluation and Application to Students with Written Expression Disorder
Neuropsychology Evaluation and Application to Students with Written Expression Disorder

Summary/Abstract: This study aims to contribute to the understanding of mirror writing by employing modern neuropsychological techniques, specifically optics challenging dynamics (P100), and by providing pedagogical approaches for problem-solving. The focus is on investigating the disorders of written expression in typically developing children who are introduced to the process of learning to write. Additionally, the paper examines the developmental differences in visual and kinetic skills among preschool and first-grade children. The research hypotheses revolve around the reduction in mirror writing occurrence during handwriting practice, the progressive development of visuospatial orientation and visuomotor skills, the impact of hand preference on handwriting tendencies, and the potential association between dyslexic handwriting and prolonged P100 latency in neuropsychological examinations. The study involves a sample of 100 participants, including kindergarten children and first-grade students. It utilizes both standardized tests and neuropsychological assessments, specifically visual evoked potentials (VEPs), to gather data. By addressing these research objectives, the article aims to contribute to the advancement of visuomotor skills, particularly in terms of visuospatial discrimination, controlled visual attention, and the healthy functioning of the visual pathway, while highlighting the differences in neuronal maturation and interhemispheric communication that underlie mirror writing.

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