Proceso de lecto-escritura en niños de tercer año de educación general básica que presentan dificultades en el desarrollo del lenguaje oral: un análisis de caso en una institución privada de la ciudad de Quito

Abstract

It is important that oral language is developed in the early years, since it is the ability that people have when interacting with others, expressing their opinions and learning to read and write, since thanks to this it is possible to encode, decode, interpret, understand and write texts. The objective of the research is to analyze the relationship between the development of oral language and the process of learning to read and write in third grade children in the school environment. The qualitative methodology, descriptive scope and ethnographic method were used for this study. It can be evidenced through the observation technique and in the field diaries that in the institution the third-grade children had problems in learning to write and read, since they could not pronounce some words and were confused when writing, because they changed, omitted or substituted the letters for others, in addition they had not yet developed phonological awareness, an essential condition in learning to read. The most important results that were found is that oral language is the fundamental basis for the learning of the students' reading and writing process. If a student does not develop oral language, problems in reading and writing may occur.