Estrategias didácticas para el desarrollo de la lectoescritura en segundo grado de Educación General Básica

Abstract

The research analyzes the problems presented in reading and writing such as phoneme recognition and phoneme confusion, this is due to the lack of didactic strategies that support students in the learning process, didactic strategies are practical methods that do not solve a problem as such, but they do facilitate and provide help during the reading and writing process. The objective of this document is to analyze the didactic strategies that facilitate the development of reading and writing in the second year of elementary school in an educational unit in the north of Quito. The methodology used is of qualitative approach, the methodological design was made through case analysis, likewise, and the techniques of observation and interview were used, as an instrument of observation the field diary was used and for the survey, the guide of questions was used. The results are divided into four categories: in terms of reading and writing skills, teachers recognize the deficiencies that exist in second-grade students in the learning of reading and writing; on the other hand, teachers look for didactic strategies that can be used so that there is significant learning in the classroom so that teachers can reinforce the deficiencies presented to achieve required learning. It is concluded that the teachers implement didactic strategies with the objective that the learner.