Intervención psicopedagógica para fortalecer el aprendizaje de la lectura en una estudiante de cuarto grado de la Escuela de Educación Básica Municipal Borja, 2023
The objective of this research was to implement the ABC Dyslexia program to strengthen the learning of reading in a fourth grade student of the Escuela de Educación Básica Municipal "Borja", 2023, through a qualitative approach, descriptive type of transversal cut, case study method, a che...
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| Format: | bachelorThesis |
| Idioma: | spa |
| Publicat: |
2023
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| Matèries: | |
| Accés en línia: | https://dspace.unl.edu.ec/jspui/handle/123456789/28010 |
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Afegir etiqueta | Sumari: | The objective of this research was to implement the ABC Dyslexia program to strengthen the learning of reading in a fourth grade student of the Escuela de Educación Básica Municipal "Borja", 2023, through a qualitative approach, descriptive type of transversal cut, case study method, a checklist was used as a technique, and as instruments for the collection of information the psycho-pedagogical record and the application of the Prolec-R battery to evaluate the student's reading processes. The results of the Prolec-R battery indicate that the student initially presented difficulties in the reading processes, placing herself in the categories of difficulty and severe difficulty; With respect to the application of the ABC Dyslexia program, the student performed most of the program activities, placing herself in the category of achieved, corresponding to the lexical, perceptual, syntactic and semantic processes for achieving letter recognition, orthographic representation of words, pronunciation of words, meaning of words and texts, on the other hand, in a smaller amount she is located in the category in process, due to factors related to the lack of time for the feedback of the program activities; Finally, to verify the effectiveness of the program, the results of the Prolec-R battery before and after the psycho-pedagogical intervention were taken into account; the student was initially located in the category of severe difficulty in the lexical, w and semantic processes, and in the category of difficulty in the perceptual processes; after the intervention, the perceptual and lexical processes were located in the category of difficulty, and the syntactic and semantic processes in the normal category. From the results, we conclude the effectiveness of the ABC Dyslexia program after being placed in the category of achieved by the fulfillment of activities and the location in categories that show an improvement, thus obtaining an important advance in the learning of reading in the student. |
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