Handwriting Development and Correction in Primary School Children Using the InteractiveMetronom

Abstract

This article explores the rationale for using the InteractiveMetronom neurotrainer to develop and correct handwriting and improve writing skills in primary school children with learning disabilities. It is noted that handwriting development in children depends on their overall mental development, the development of written language, and the development of writing skills. Writing itself is viewed as a complex functional system consisting of numerous operations, the mastery of which is a lengthy and labor-intensive process for many schoolchildren. The article discusses the results of international studies that used the InteractiveMetronom neurotrainer to overcome learning disabilities in primary school children. The article describes the experience of using the InteractiveMetronom in the neuropsychological correction of writing and handwriting skills in 7-8-year-old children and 9-10-year-old children. It was found that the use of this tool contributes to the improvement of writing in primary school children by increasing the efficiency of its functional system. The use of the InteractiveMetronom requires further study with the aim of including it in the list of technologies for neuropsychological assistance to children of primary school age, aimed at improving interhemispheric interaction, information processing speed, motor coordination and voluntary attention.