Guía didáctica para la enseñanza de la lectoescritura desde estrategias multisensoriales en el segundo EGB “A” de la Unidad Educativa “Sayausí”: 2020-2021

Abstract

The following research is developed during the pre-professional practices carried out in the second year of General Basic Education parallel "A" of the Educational Unit "Sayausí" of the city of Cuenca- Ecuador. A problematic is evidenced in the difficulties during the teaching-learning process of literacy, due to the fact that some students confused the consonants and found it complex to relate phonemes and graphemes. The purpose of this research was to improve the literacy process by incorporating an intervention proposal. It consisted of different multisensory strategies in the classroom that made it possible to strengthen the teaching-learning process of infants. These strategies were reflected in a didactic guide delivered to the teacher in charge, in order to generate more dynamic content and consequently the students acquire new knowledge in a more productive way. The data collection and analysis were based on five techniques of the qualitative approach, in particular a semi-structured interview directed to the teacher to know her perspective on multisensory strategies. The participant observation that is reflected in the field diaries, a documentary analysis was carried out through a double entry matrix. In addition, a pre-test was applied pre-test was also carried out for the early detection of difficulties in learning to read and write and finally a post-test with a similar structure to the previous one. The results of the pre-test support this research problem. However, after the application of the proposal, the posttest displayed excellent results, with an improvement of 20%. Corroborating that it is necessary to propose multisensory strategies as learning methodologies and overcoming difficulties in the literacy learning process due to the high level of motivation that it generates.