Estrategia psicopedagógica para la mejora de la lectoescritura en dos estudiantes de cuarto año de educación general básica con dificultad de aprendizaje en la unidad educativa fiscal Juan Antonio Vega Arboleda.
This research addressed the literacy difficulties of two fourth-year students in Basic General Education at the Juan Antonio Vega Arboleda Educational Unit, with the purpose of designing a psychopedagogical strategy to strengthen their learning processes. The study was justified by the importance of...
Furkejuvvon:
| Váldodahkki: | |
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| Materiálatiipa: | bachelorThesis |
| Giella: | spa |
| Almmustuhtton: |
2025
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| Fáttát: | |
| Liŋkkat: | https://repositorio.uteq.edu.ec/handle/43000/9086 |
| Fáddágilkorat: |
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Lasit fáddágilkoriid | Čoahkkáigeassu: | This research addressed the literacy difficulties of two fourth-year students in Basic General Education at the Juan Antonio Vega Arboleda Educational Unit, with the purpose of designing a psychopedagogical strategy to strengthen their learning processes. The study was justified by the importance of literacy as an essential skill for academic and personal development, as well as the need to promptly address children with specific educational needs. The overall objective was to design a psychopedagogical proposal that would address limitations in reading fluency, text comprehension, spelling, written coherence, and academic self-confidence. The methodology adopted a qualitative approach, a constructivist-interpretative paradigm, and a multiple-case study design. Semi-structured interviews were conducted with the teacher and an expert, in addition to a checklist, triangulating the information to ensure validity and reliability. The results showed that the difficulties were not exclusively technical, but also emotional, familial, and contextual. Categories were identified such as self-esteem and learning readiness, cognitive and emotional self-regulation, family environment, and intervention strategies. Based on these findings, two psychopedagogical proposals were designed: "Building my Reading Base with Confidence" and "Strengthening my Reading and Writing with Confidence," characterized by playful, multisensory, and progressive activities with family participation. Validation by expert judgment confirmed the coherence, relevance, and applicability of the proposal. It was concluded that addressing literacy difficulties requires contextualized strategies that integrate academic and socio-emotional aspects, promoting self-confidence, motivation, educational inclusion, and strengthening meaningful learning. |
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