Baja comprensión de la lectura en los niños y niñas de tercero y cuarto año de la Unidad de Educación General Básica Quito, del Recinto Villamora, parroquia San Pablo, cantón San Miguel, provincia Bolívar, año lectivo 2017- 2018
We performed a diagnostic test in the area of language and literature, which could be determined flaws in learning, difficulties in receiving instructions, read a text and do not understand what discourages them, problem to read graphics, do not recognize Main ideas, secondary, characters, scenarios...
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| Formaat: | bachelorThesis |
| Taal: | spa |
| Gepubliceerd in: |
2018
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| Online toegang: | http://dspace.ueb.edu.ec/handle/123456789/2802 |
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Voeg label toe | Samenvatting: | We performed a diagnostic test in the area of language and literature, which could be determined flaws in learning, difficulties in receiving instructions, read a text and do not understand what discourages them, problem to read graphics, do not recognize Main ideas, secondary, characters, scenarios, actions, do not know the meaning of words, hardly detailed people or animals, so we proceeded to perform the diagnosis Respective, analyze the problem and finally raise the Application of new strategies to achieve a better meaningful learning. The University Estate of Bolivar and particularly the Faculty Sciences of the of education, By means of the preprofessional practices we have been able to observe that the flaw in the educational institutions remains the reading and therefore the writing even more in rural institutions of my province, That is why our concern is still on this subject, so our contribution to the application of techniques to improve reading and writing in boys and girls will improve the teaching and learning in education. Motivated by research we decided to apply animation techniques to reading to improve meaningful learning in third-and fourth-year children of basic education in language and literature In the Basic general Education Unit Quito, campus Villamora, Parish San Pablo, Canton San Miguel, Province Bolívar; And after the conversation with Mrs. Director and teacher in charge, who allowed us to carry out this project of educational intervention, the same one that was realized with a time of 200 hours of planning and 200 hours of execution. Comprehensive reading helps to decode a text, allowing children, through previous experiences to expand their knowledge with a new reading, for this is necessary techniques That help to increase the vocabulary with new words, allow to recognize main and secondary characters and ideas, order and sequence of actions, that will allow the child to have better results in his learning not only in the area of language and literature, to his will be able to develop in the other areas of study. After having done this study, the corresponding techniques were applied using stories, poems, songs in different scenarios and in a pleasant environment which favored participation, causing changes In E(l) Traditional teaching-learning process for children to active, dynamic, participatory learning; In addition it was verified that children were motivated by reading, are able to read comprehensively, are analytical and critical when working on a topic. |
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