El método Decroly para la enseñanza de la lecto-escritura: un desafío en los primeros años de escolaridad

The research titled "The Decroly Method for Teaching Literacy: A Challenge in the Early School Years" seeks to assess the literacy levels of third-grade students in parallel 'B' at Dr. Manuel Cabrera Lozano Educational Unit during the 2023-2024 period. The primary objective is to analyze literacy learning, aiming to enhance the pedagogical process through the application of the Decroly Method while reinforcing cognitive skills. This study adopts a descriptive research approach with a mixed methodology and a quasi-experimental design. The theoretical framework encompasses key aspects related to the Decroly Method and literacy. Scientific, statistical, analytical, synthetic, and descriptive methods were deployed during the investigative process. Data collection included interviews with the teacher and a diagnostic assessment administered to the students, facilitating the documentation of literacy development. The research population comprises one teacher and eighteen students. The results allow us to determine the importance of improving reading and writing learning since the majority of the investigated students exhibit a low level of comprehension due to practicing syllabic and disjointed reading, along with deficient spelling. To support the development of literacy in children, the proposal 'Ink and Magic: Exploring the Literary Universe with Decroly' was implemented. Based on the obtained results, teachers are encouraged to consider the use of the Decroly Method as an effective didactic strategy for literacy, deemed one of the fundamental aspects for acquiring new learning.

• Автор: Durazno Durazno, Rosa Alexandra (author)
• Формат: bachelorThesis
• Мова: spa
• Опубліковано: 2024
• Предмети: METODO DECROLY; LECTO-ESCRITURA
• Онлайн доступ: https://dspace.unl.edu.ec/jspui/handle/123456789/29488