Estrategias didácticas para la enseñanza de la lecto-escritura, en 4to. grado de Educación General Básica de la Unidad Educativa Juan Montalvo

Abstract

This research aims to apply didactic strategies for teaching reading and writing through a pedagogical proposal in the 4th grade of EGB at the Juan Montalvo high school (U.E.) in 2022. As a result, it was possible to evidence via the participant's observation of the practicums the deficiencies in the reading-writing process, as well as demotivation and low self-esteem due to not understanding and not having the adequate tools to overcome the complexities. Concerning the theoretical foundation, the conception of the didactic strategy, teaching, literacy and writing was covered. It was developed with a socio-critical paradigm methodology, with a qualitative approach, in a phenomenological type of research. It applied action-reflection-action with an inductive-deductive and descriptive-explanatory method. Participant observation was used with observation field diaries, interviews with question guides and pretest and posttest with a questionnaire to collect information. Thus, with the findings, it was possible to develop a proposal for didactic strategies with a series of activities using different resources. Likewise, to carry out the respective applications with the students, showing positive results in developing reading and writing skills and increasing their self-esteem and motivation in the classroom.