El desarrollo de habilidades prelectoras a través de actividades didácticas en estudiantes de Segundo Año

Abstract

Pre-reading skills, acquired before the formal onset of reading, play a significant role in providing a solid foundation in the educational and social process. These skills encompass integral aspects such as phonological awareness, decoding, verbal memory, and reading comprehension. The aim of this research project is to define how pre-reading skills develop in the Second Year of General Basic Education. To achieve this, three specific objectives were established. Firstly, to establish a conceptual relationship between difficulties in the language and literature area in the Second Year and the acquisition of pre-reading skills. Secondly, to design a set of activities tailored to the Second Year, and as a final objective, to implement these activity guidelines. The research adopted a socio-critical paradigm with a qualitative approach and was classified as Action Research (AR). Instruments and techniques used included field diaries, observation guides, and semi-structured interviews. The results concluded that pre-reading skills are stimulated and developed from an early age, highlighting their nature as a continuous and gradual process. The importance of guidelines, resources, and activities in the successful development of these pre-reading skills was emphasized, as well as the use of interactive games to promote them.