Aplicación de métodos sintéticos en el desarrollo de la lectura fonológica con los niños y niñas de segundo grado de educación general básica de la Escuela “Corina Parral de Velasco Ibarra”, barrió Tangará del cantón San Miguel, provincia Bolívar, periodo 2017-2018.
The main objective of the present educational intervention work was to contribute with the application of synthetic methods in the development of phonological reading with children of the Second Degree of Basic General Education of the School "Corina Parral de Velasco Ibarra", Barrio Tanga...
保存先:
| 第一著者: | |
|---|---|
| その他の著者: | |
| フォーマット: | bachelorThesis |
| 言語: | spa |
| 出版事項: |
2018
|
| 主題: | |
| オンライン･アクセス: | http://dspace.ueb.edu.ec/handle/123456789/2226 |
| タグ: |
タグ追加
タグなし, このレコードへの初めてのタグを付けませんか!
|
タグ追加 | 要約: | The main objective of the present educational intervention work was to contribute with the application of synthetic methods in the development of phonological reading with children of the Second Degree of Basic General Education of the School "Corina Parral de Velasco Ibarra", Barrio Tangará of the San Miguel Canton, Bolívar Province, Period 2017-2018. An analysis was made to the teaching work through the technique of observation; What happened was to verify the phonological learning of the children with the diagnostic test and the checklist instrument. Subsequently, a study was carried out to determine activities that helped us to facilitate the development of phonological awareness that allows the student to explore, to manage consonants that form meaningful words. The teaching of letters or vowels in phonological reading was based on compliance with each of the specific objectives determined at the beginning of our work. The phonetic understanding is a man's ability to inform, which is developed through specific activities and practices during the different stages of his childhood. The synthetic methods that helped to develop the reading skills were applied; within these processes we worked with the phonetic method which allowed the child to identify sounds of phonemes and relate to the vowels to form meaningful words; with the syllabic method it was possible to teach the name of the grapheme, read direct syllables and build words, phrases and sentences. The purpose was fulfilled, although at the beginning of our intervention the children did not have the facility to correctly identify the sound and letters, as the work was carried out with the planning according to the process of the selected method s, in addition curricular adaptations were made with a child with special disability to counteract dyslexia; In this way, students were able to obtain a clear pronunciation of the reading in short texts. |
|---|