Publicación:

Estrategia didáctica para fortalecer el proceso lectoescrito, en estudiantes con bajo rendimiento académico de tercer grado del Colegio Nueva Esperanza I.E.D

Resumen

This research emerged from situations evidenced from the teaching practice and it had as purpose to transform the realities of the students to whom the strategy is directed, and it makes a didactic and pedagogical contribution to enrich the teaching practices in the different areas of knowledge in third grade of the school aforementioned. Due to the above, as a methodological level, it was framed into the socio-critical paradigm, the representative part of the population or sample was ten (10) third grader students, specifically from the 304 group. From the analysis of the information and responding to the problems evidenced through the teaching task and reaffirmed with the obtained in the applied instruments, twenty-five (25) workshop were designed and implemented as a teaching strategy to strengthen the reading-writing processes. Finally, some conclusions were reached among them: the difficulties in the reading-writing process are closely related to the low academic performance, as well as the existence of different conceptions related to the difficulties in the acquisition of the reading-writing process and their intervention strategies. However, much of the research reduces purely grammatical aspects such as spelling, omission, substitution, leaving aside aspects as important as the strategies used by the teacher to teach this fundamental process. The difficulties in the reading-writing process are found in the way teachers guide the process in previous courses, that is, in the strategies they use in the classroom to develop the process.