Prevención de la dislexia en niños/as de enseñanza general básica en una escuela privada de Guayaquil

Abstract

In this study, the use of psychological strategies: strategies to prevent them from being difficult to read in high school students in a private school in Guayaquil. It is based on the importance of detecting risk factors and improving the necessary reading and writing skills, such as phonemic awareness, decoding and reading liquidity, through activities that branches are appropriate for the school context. The method used is a qualitative approach based on the collection of information through diagnostic assessments, classroom observation, interviews with teachers and families, as well as the analysis of children's processes. Public and structural strategies have been implemented to improve audio recognition, word and written production, which contributes to the participation of the educational community in this process. The results are reflected in remarkable achievements in the field of students' accurate and reading speed, in addition to positive impacts on their confidence and learning tendencies. However, continued difficulties are identified in writing and spelling words with complex rules. The main problems have confirmed the need to teach teachers in difficult reading strategies and overcome the resistance of some families to actively include the prevention process.