Conciencias lingüísticas en el proceso de lectoescritura en los niños de segundo de básica
Fecha
2023
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Universidad De Guayaquil: Facultad De Filosofía, Letras Y Ciencias De La Educación
Resumen
El presente trabajo permite reflexionar sobre el objetivo que es analizar el desarrollo de las conciencias lingüísticas en el aprendizaje de la lectoescritura en los niños de segundo de básica, a través de una investigación bibliográfica y descriptiva. Se tomó en consideración que la conciencia lingüística son sentimientos profundos en el hablante y las respectivas funciones y elementos de la lengua propia. Se empleó una metodología cuali-cuantitativa, las técnicas fueron la entrevista a la directora, a dos docentes, y a treinta padres se les realizó encuestas. Los principales hallazgos reflejaron que la conciencia lingüística se conforma por componentes importantes, tales como semántica, léxica, sintáctica y fonológica, sin embargo, se determina que muchos docentes se saltan procesos importantes que interfieren en un adecuado desarrollo de habilidades y destrezas que conllevan a un buen aprendizaje de la lectoescritura, por esto que se propone una guía de estrategias para la lectoescritura
The present work allows us to reflect on the objective, which is to analyze the development of linguistic awareness in the learning of literacy in second grade children, through bibliographic and descriptive research. It was taken into consideration that linguistic awareness is deep feelings in the speaker and the respective functions and elements of the language itself. A qualitative-quantitative methodology was used, the techniques were the interview with the director, two teachers, and thirty parents were surveyed. The main findings reflected that linguistic awareness is made up of important components, such as semantic, lexical, syntactic and phonological, however, it is determined that many teachers skip important processes that interfere with an adequate development of abilities and skills that lead to a good learning of reading and writing, for this reason a strategy guide for reading and writing is proposed
The present work allows us to reflect on the objective, which is to analyze the development of linguistic awareness in the learning of literacy in second grade children, through bibliographic and descriptive research. It was taken into consideration that linguistic awareness is deep feelings in the speaker and the respective functions and elements of the language itself. A qualitative-quantitative methodology was used, the techniques were the interview with the director, two teachers, and thirty parents were surveyed. The main findings reflected that linguistic awareness is made up of important components, such as semantic, lexical, syntactic and phonological, however, it is determined that many teachers skip important processes that interfere with an adequate development of abilities and skills that lead to a good learning of reading and writing, for this reason a strategy guide for reading and writing is proposed
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LINGUISTICA, LECTOESCRITURA, APRENDIZAJE, ESTRATEGIAS, PEDAGOGIA