Análisis de las estrategias de enseñanza de la lectoescritura en quinto de básica en una institución educativa de Quito

Abstract

This research work analyzes the didactic strategies applied in the Fifth Year of EGB in an educational institution in Quito, for the development and strengthening of reading and writing in Natural Sciences, Social Science, and Language and Literature. The problem arose because the children had difficulties in reading and writing. To achieve the proposed objectives, direct observation was carried out in the classroom and the information was recorded in the field diary, which was contrasted with the theoretical foundation that supported the analysis of the results. In general, the findings obtained were the following: in the classes observed, neither reading comprehension nor text production, fundamental skills in the areas of knowledge, were developed; the strategies that most interested the students were those that allowed them to develop creativity. In the case of reading and writing, since they became the main actors in the activities and final productions, they were solving crossword puzzles, creative worksheets, reading science fiction books as well as writing stories to then dramatize them. Literacy is a skill that favors access to knowledge, personal production, and creativity; it is not only strengthened in the area of Language and literature but also in the rest of the curricular areas. Therefore, teachers must be in constant training to acquire, apply strategies and select the pertinent resources for students to develop reading and writing skills.