Supporting handwriting in the Primary School

The topic of this paper concerns the support of improving the deficient characteristics of the handwriting of primary school students. For its investigation, a case study was carried out in the context of which repeated cycles of diagnosis - intervention and evaluation were carried out. The teaching model that was designed and implemented was based on differentiated, reflective and collaborative teaching and aimed at improving illegible handwriting and its specific deficit characteristics, which had been diagnosed during the initial stage of the research. After the intervention, the skill of legible writing was found to be improved and the improvement was stable and continuous. Also, the use of glyphs was assessed as deficient. The triangulation and circular conduct of the research-intervention guaranteed the validity of the present research-action. In conclusion, the methodological scheme was considered functional. It was also found, an increase in the self-awareness and self-confidence of the student, the perception of the situation on the part of the family, while the teacher realized the application of reflection in the teaching practice.