Estrategias y recursos didácticos que contribuyen a la enseñanza-aprendizaje de la lectoescritura en estudiantes del subnivel básica elemental

Abstract

The purpose of this project is to publicize the different components and actors that produce favorable reading and writing situations in students of the Elementary Sublevel of the "South American" Private Educational Unit, the analysis carried out is based on what was observed in pre-professional practices, where it was possible show that the students had continuous reading and writing with few spelling errors. Within the methodology, the interpretive paradigm, qualitative approach, method research-action and instrumental case study. On the one hand, among the techniques are: participant observation, semi-structured interviews and documentary analysis. On the other hand, the instruments were: field diaries, anecdotal records, observation guides and interview guide, which helped to obtain relevant information for the discovery of this particular situation. Based on the case study, a pedagogical primer was built that includes beneficial teaching strategies and resources for reading and writing in Elementary Sublevel students, focused on constructivist learning. Concluding that for an effective development of the students, it is essential the intervention of the Educational Institution, the participation of the school community and the use of strategies and adequate didactic resources for the literacy processes, all of this transforms the classroom into a space suitable for teaching - learning.