Secuencia didáctica para contribuir al desarrollo de la conciencia lingüística en el proceso de enseñanza aprendizaje de la lectoescritura en los niños de segundo año de Educación General Básica de la Unidad Educativa “16 de Abril” periodo lectivo 2019 -2020

Abstract

Linguistic awareness is a facilitating aspect of learning to read and write in the first years of teaching, therefore, the objective of this project was to develop a didactic sequence to contribute to the development of linguistic awareness (semantic, lexical, phonological and syntactic), in the teaching-learning process of literacy in second-year children EGB of the Educational Unit "April 16". The research is framed under the qualitative approach, the type of study is descriptive, through the Action-Research design, and the information collection instruments used were: logs, interview, document review sheet, diagnostic test and evaluation test. For diagnosis, the application of a diagnostic test of linguistic skills prepared by the authors and validated by expert teachers in the teaching of language and literature. This instrument was used to assess the level of development of the components of linguistic awareness such as; lexical consciousness, semantic consciousness, syntactic consciousness, and phonological consciousness, in which were the second grade students. The analysis of the results of the diagnostic test allowed verifying the low level of achievement in the development of linguistic awareness, especially regarding lexical and phonological awareness, the latter considered to have the greatest impact on learning to read and write; After having determined the main educational needs of the students, a didactic sequence focused on contributing to the development of linguistic awareness, especially lexical and phonological, was carried out through the application of different didactic techniques. With the final evaluation test, a level of achievement higher than the results of the initial diagnostic test was verified, which verifies a significant advancement of the students in the development of linguistic awareness and learning to read and write