Causes that make text writing difficult A causal approach to the most frequent problems

Abstract

The purpose of this research is to determine the causes that make writing difficult for students in the sub-level of basic middle school. It has a quantitative approach, a diagnostic test was used to determine the most common text writing difficulties; the direct observation guide, which was applied to the classes of the do-hundreds classroom tutor, observing the teaching work; The survey that, based on the application of the “questionnaire”, allowed to determine which of the factors involved in the teaching-learning process (sociological, pedagogical and psychological) is the main generator of difficulties. It has a non-experimental design because the variables were not manipulated, in turn, the research is descriptive. A non-probabilistic sampling was used, for convenience, in which 37 students were selected, which is considered to have greater editorial difficulties. The results showed that the pedagogical factor is the one that stands out in the generation of writing difficulties, so guidelines are established to support the improvement of writing skills; followed by the sociological, where it was observed that some students who do not have help from relatives, have writing problems; and the psychological one, taking into account some learning difficulties that cause graphomotor and semantic problems.