Uso de recursos digitales y concretos para fortalecer el proceso de la lectura en el área de Lengua y Literatura, caso de una estudiante que presenta Trastorno por Déficit de Atención e Hiperactividad (TDAH) en el sexto grado de EGB de la Unidad Educativa Juan Montalvo.

Abstract

The present investigation was carried out in the sixth grade of EGB, parallel "A", of the Educational Unit ''Juan Montalvo'' product of the reality that was altered during the pre-professional practices, in which the case of a student who He presented Attention Deficit Hyperactivity Disorder (ADHD), whose difficulty was reflected in not being able to correctly pronounce the words and the lack of reading comprehension processes, which directly affected his learning. The objective was to strengthen the reading process in the sixth year student with ADHD, through interactive activities that involve the use of digital and concrete resources. In the same way, this research was based on several authors from Ausubel, Cassany, Barkley, Morales and Acosta et al who explain the importance of generating learning, taking into account educational diversity. In the methodological framework of the research, a socio-critical paradigm was presented, the same one that helped to be critical of the needs identified in the classroom. A qualitative approach was obtained that allowed the interpretation of the information in a clear and objective manner. The research method corresponds to a case study. It was supported by techniques such as: observation, interview and as instruments the field diary, interview script, checklist. After the diagnosis, a proposal was prepared with interactive activities, supported by digital and concrete resources. Consequently, it was obtained that digital and concrete resources significantly affect the consolidation of the reading processes of a student with special educational needs.