Publicación:

Desarrollo de una estrategia lúdica de intervención en conciencia fonológica para estudiantes con dificultad en la escritura de grado segundo

Resumen

The purpose of this study was to develop a proposal of intervention in phonological awareness to strength the phonological route in kids with difficulties in writing in a district school in Suba, Bogotá. The proposal was carried out with a group of ten students who were assessed with the reading and writing test from Dr. Ricardo Olea, besides a pedagogical assessment in orality processes and writing, design by the researchers. The given results, reflect that 26% of the students, showed difficulties is their writing processes and in their phonological awareness skills. The first were related to errors such as: mixing or confusion of similar spelling letters, mistakes in rotations of some letters, substitution, omission, switch and union of words in a sentence. The second, referred to unawareness of some phonemes, syllabic segmentation and inadequate lexical. Considering this result, a pedagogical intervention of 12 sessions which topic was Christmas; was proposed. The development of the proposal involved activities of phonological awareness in the sequence (rhyme, alliteration, syllables and phonemes) without forgetting about lexical awareness (segmentation). Five sessions were applied, showing a significant progress in phonological awareness, syllabic and lexical, regarding the initial assessment. However, it is necessary to strengthen segmentation. It must be highlighted the willingness to write, greater awareness in their processes, auto corrections, decrease in copy attempts and writing autonomously in the students of this study.