Métodos ecléctico y anti disléxico cómo estrategias didácticas para atender la dislexia de los alumnos de 6to EGB de la Unidad Educativa del Milenio Intercultural Bilingüe “Pueblo Kisapincha”

Abstract

The present work of curricular integration was based on the investigation of a problem that arose in the pre-professional practices of the Intercultural Bilingual Education (EIB) career, which has as general objective to attend the specific learning needs in conditions related to dyslexia and gaps in reading and writing skills. Identifying 4 possible cases of dyslexia in reading and writing in the sixth grade of EGB by applying the dytective pedagogical test, then resources and activities based on the eclectic and antidyslexic method were designed and applied to the 15 boys/girls of the sixth grade of general basic education of the Intercultural Bilingual Educational Unit of the Millennium "Pueblo Kisapincha". The methodology is qualitative, opting for the case study, participant observation, interviews and documentary analysis for the collection and analysis of personal and school characteristics regarding possible cases of dyslexia. As well as, the experiences generated in the students after the application of the eclectic and anti-dyslexic methods destined to the attention of the specific learning needs related to dyslexia.

Obtaining results in relation to writing, good elaboration in their calligraphy, they establish good grammatical structure in some sentences, they do not present many omissions, confusions, additions and transposition of letters, they write words by means of spelling. In relation to their reading, they read syllable by syllable, presenting few errors in confusion, introduction and substitution of phonemes. As for their maturational reinforcement, they show progress in their spatial orientation and laterality. The time of application of the activities was not enough for the students to acquire an awareness of the reading and writing process, because dyslexia is a process of great perseverance, time and dedication. However, the activities based on the methods can be applied to all the students, at the beginning of the learning of reading and writing and its reinforcement.