Dislexia en el proceso de la lecto-escritura en estudiantes de tercer grado de la Escuela Educación Básica Dr. Edison Calle Loaiza, 2023-2024
Dyslexia is responsible for many of the difficulties in students' development of the reading and writing skills. Currently, this difficulty goes unnoticed and there is deficiency in teachers’ preparation and knowledge to address reading and writing difficulties and their prevention within the c...
Wedi'i Gadw mewn:
| Prif Awdur: | |
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| Fformat: | bachelorThesis |
| Iaith: | spa |
| Cyhoeddwyd: |
2024
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| Pynciau: | |
| Mynediad Ar-lein: | https://dspace.unl.edu.ec/jspui/handle/123456789/31025 |
| Tagiau: |
Ychwanegu Tag
Dim Tagiau, Byddwch y cyntaf i dagio'r cofnod hwn!
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Ychwanegu Tag | Crynodeb: | Dyslexia is responsible for many of the difficulties in students' development of the reading and writing skills. Currently, this difficulty goes unnoticed and there is deficiency in teachers’ preparation and knowledge to address reading and writing difficulties and their prevention within the classrooms. This paper had as a general objective to analyse the incidence of dyslexia in the reading-writing process in primary students; It was of a qualitative approach and descriptive type, with a non-experimental design and a transversal axis, using methods such as scientific, hermeneutical, inductive and analytical. We selected as the study population the students from the third grade in the primary school Dr. Edison Calle Loaiza, 2023-2024, which comprises a total of 1 teacher and 29 students. We applied the interview and observation technique. The results evidenced that students with dyslexia present difficulties in the development of reading and writing skills, such as difficulties identifying sounds, relating letters, recognizing words, poor pronunciation of words, naming their surrounding objects; the student requires a lot of time to find a small assignment that involves reading or writing. Therefore, we have reached the conclusion that the students present characteristics of dyslexia in the reading-writing process such as difficulties in precision, fluency, recognition of written words, omission and substitution of words, deficiency in the ability to decode texts and spelling, which finally enabled the design of a pedagogical guide to enhance the reading-writing process in students with dyslexia, such guide integrates dynamic and innovative activities that promote student motivation and interest, and consequently make them feel motivated and excited to be involved in the reading-writing process. |
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