Uso de estrategias didácticas de lectoescritura en estudiantes del primer grado de educación primaria de la institución educativa Sol del Nor Oriente, San Agustín, Bellavista.
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Date
2023-07-18
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Abstract
La presente investigación tuvo como objetivo general caracterizar el uso de las estrategias de lectoescritura que utilizan los docentes con los estudiantes del primer grado de Educación Primaria de la Institución Educativa Sol del Nororiente, San Agustín, Bellavista.
El diseño de la investigación fue descriptivo simple. La muestra estuvo conformada por 19 estudiantes del primer grado de primaria y 6 docentes de la institución educativa, con experiencias pedagógicas en las aulas del primer grado. La recolección de la información, se realizó mediante la técnica de la encuesta y como instrumento un cuestionario de cinco preguntas múltiples y abiertas.
Los resultados obtenidos a través de la aplicación del instrumento permiten concluir que todos los docentes participantes de la investigación no aplican estrategias didácticas adecuadas para el aprendizaje de la lectoescritura y tampoco están enmarcadas dentro del enfoque comunicativo; además, los métodos para abordar los procesos de lectura y escritura están enfocados en los modelos tradicionales como el silábico, alfabético, centrados en el código y en la letra, más no en el uso del lenguaje para comunicarse con otros estudiantes. Además, no realizan evaluaciones diagnósticas para detectar las necesidades educativas con respecto a los procesos de enseñanza aprendizaje para la lectoescritura.
The present investigation had as a general objective to characterize the use of literacy strategies used by teachers with the students of the first grade of Primary Education of the Educational Institution Sol del Nororiente, San Agustín, Bellavista. The research design was simple descriptive. The sample consisted of 19 students from the first grade of primary school and 6 teachers from the educational institution, with pedagogical experiences in first grade classrooms. The collection of information was carried out using the survey technique and as an instrument a questionnaire of five multiple and open questions. The results obtained through the application of the instrument allow us to conclude that all the teachers participating in the research do not apply adequate didactic strategies for learning literacy and are not framed within the communicative approach; In addition, the methods to address the reading and writing processes are focused on traditional models such as syllabic, alphabetic, code- and letter-focused, but not on the use of language to communicate with other students. In addition, they do not carry out diagnostic evaluations to detect educational needs regarding the teaching-learning processes for literacy.
The present investigation had as a general objective to characterize the use of literacy strategies used by teachers with the students of the first grade of Primary Education of the Educational Institution Sol del Nororiente, San Agustín, Bellavista. The research design was simple descriptive. The sample consisted of 19 students from the first grade of primary school and 6 teachers from the educational institution, with pedagogical experiences in first grade classrooms. The collection of information was carried out using the survey technique and as an instrument a questionnaire of five multiple and open questions. The results obtained through the application of the instrument allow us to conclude that all the teachers participating in the research do not apply adequate didactic strategies for learning literacy and are not framed within the communicative approach; In addition, the methods to address the reading and writing processes are focused on traditional models such as syllabic, alphabetic, code- and letter-focused, but not on the use of language to communicate with other students. In addition, they do not carry out diagnostic evaluations to detect educational needs regarding the teaching-learning processes for literacy.
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Keywords
Lectoescritura, Estrategias didácticas, Metodología, Didactic strategies, Literacy, methodology
