Estrategias que utilizan los docentes en el proceso de enseñanza aprendizaje para niños con dislexia. Un estudio de caso con niños de sexto año de educación general básica en una unidad educativa de la ciudad de Quito

Abstract

This paper aims to analyze the strategies used by teachers in the teaching-learning process for children with dyslexia. Didactic criteria are steps or procedures that educators and students organize to achieve a goal. In an educational unit, located in the city of Quito, it was recognized that there are children with different educational learning needs, one of which is dyslexia. Faced with this need for pedagogical support, it was observed that some of their teachers did not have specific strategies to adequately work the different areas of knowledge. Students with dyslexia show learning barriers, especially in reading and writing, this problem was clearly identified in the reading aloud activity because the student had difficulty reading and understanding certain words or sentences. For the development of the research, the qualitative methodology was used, accompanied by the ethnographic method. To collect the information, the participant observation technique was used and the instruments applied were field diaries and interviews with teachers. The analysis of results and findings revealed that teachers, when working with strategies, help students to participate, interact in the different topics to be discussed in the classroom. Together, it was identified that the teaching material can be used to teach a class in a way that facilitates the teaching process to achieve a good understanding and performance of the topics covered.