Publicación: Influencia de la conciencia fonológica en el aprendizaje del lenguaje oral y escrito en estudiantes del curso 102, jornada tarde del Colegio Gran Yomasa. I.E.D.
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Takin into account the guiding research question, it follows that the main difficulties of learning is related to the acquisition of the reading and writing code, it is interesting that the pedagogical factors are frequently associated with the possible causes. For the reason, it is necessary to analyze the incidence of the implemented methodologies in the daily pedagogical practices whose main input must be the acknowledgment of what students need to know and learn so that we can stimulate and help them to learn appropriately (Alsina 2007). Besides, it is necessary to use methodologies in relation to the characteristics of each group. It must be taken into account that students belong to different contexts and have a variety of needs. The absence of a methodology that contemplates the phonological awareness and the oral skills and metalinguistics as part of the teaching and learning process of reading and writing unchains a series of difficulties because the methodological approaches used are mostly traditional, behavioral, mechanical, and unimaginative. As a result, students create resistance, not to learn the writing language (reading and writing) but to develop thinking skills (Izasa, 2001).