Estrategias metodológicas para la comprensión lectora en niños de primero de básica, con énfasis en los infantes con Síndrome de Down.

Abstract

The proposal called Methodological strategies for reading comprehension aims to develop and enhance the cognitive, motor, linguistic, physical and socio-affective skills of first grade children, especially infants with Down syndrome. The knowledge of this writing is given from a social perspective where it is mentioned that reading comprehension allows subjects to activate their knowledge to be able to communicate with other individuals in their environment. It also starts from an academic logic, in which it is indicated that reading understanding is the main axis of teaching, because through it children communicate with their peers and begin to build new knowledge. In addition, it arises from a social perspective, where it is explained that reading comprehension gives way to communication with different social groups belonging to different cultures, religions and customs. The proposal is based on observation in a first-grade classroom where the teacher was unaware of the type of methodological strategy that could be used to promote reading apprehension in infants with Down syndrome, and therefore chose to send them to perform another type of activity. while she continued her class with the rest of the students, and also from a survey where teachers from different institutions mentioned that there is no different teaching for each child, but rather there are different methodological strategies which can be applied with all children.