Estrategias didácticas que favorezcan la enseñanza de la lectoescritura en niñas y niños del segundo nivel de educación inicial con trastornos de déficit de atención

In the present research, the didactic strategies that favor the teaching of reading and writing in children of the second level of initial education with ADD were addressed as a theme, having as main objective to make a manual of strategies for which a descriptive, inductive and deductive methodology was used, by means of a type of applied research, In a quantitative framework with the application of surveys, which allowed to know that the students, in spite of being mostly participative, in their young age continue making graphic mistakes in the way of holding the pencil, that the teachers use traditionalist techniques in the teaching-learning process, causing monotony in the children. In addition, the educational institution does not evaluate or perform a pre-test to determine whether or not the students have ADD, which would allow their timely detection and in this way carry out a coordinated work with teachers for the development of appropriate teaching strategies, which is why it is necessary that the institution changes the pre-evaluation of new students during the interview with legal representatives and that teachers are trained for the development of appropriate teaching strategies for children with ADD, improving their learning in an inclusive and normalized way.

• Hovedforfatter: Avila Monserrate, Karla Xeomara (author)
• Andre forfattere: Vinces Estupiñan, Vivian Mariam (author)
• Format: bachelorThesis
• Udgivet: 2022
• Fag: Trastorno por déficit de atención; Lectoescritura; Enseñanza; Aprendizaje; Estrategias didácticas
• Online adgang: http://dspace.utb.edu.ec/handle/49000/12155