PROCESO DE EVALUACIÓN DE LAS DIFICULTADES DE LA LECTOESCRITURA EN NIÑOS DE 7 A 12 AÑOS EN LA INSTITUCIÓN INDOALEMÁN
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2019-09
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Universidad de Guayaquil Facultad de Ciencias Psicológicas
Resumen
El presente trabajo de sistematización, obtenido por la experiencia de la práctica comunitaria efectuada en la escuela básica completa Indoalemán, se realizó como requisito previo a la obtención del título de psicólogas. En la intervención, se trabajó con la participación de 27 niños con dificultades en la Lectoescritura, por lo que miembros de la Institución como: la rectora, docentes, padres de familia y la psicóloga del plantel solicitaron una evaluación a los estudiantes para conocer el nivel de dificultad que tenían y así proceder a intervenir de acuerdo con sus necesidades específicas. Por tal motivo, se aplicó el proceso de evaluación de las dificultades de la lectoescritura en niños de 7 a 12 años. Dentro de este período evaluativo se utilizaron tres instrumentos: 1) VMI cuya finalidad es determinar el grado en que el niño integra sus habilidades visuales y motrices; 2) Test de Tale que mide niveles generales de lectura y escritura y 3) PROLEC-R que identifica las dificultades en la capacidad lectora, los mismos que generaron el interés en las autoras de conocer ¿Qué tan adecuadas son estas herramientas para la evaluación de la lectoescritura en los niños de 7 a 12 años? Esta sistematización fue desarrollada a través de una metodología cualitativa de sistematización de experiencias, la cual permitió profundizar y comprender el objeto de estudio, a través de la observación y posterior interpretación. Al finalizar este trabajo se pudo concluir que las herramientas utilizadas son las adecuadas para una intervención pedagógica más no psicológica
The present systematization work, obtained by the experience of community practice carried out in the Indo-German complete elementary school, was carried out as a prerequisite to obtaining the title of psychologists. During the intervention, 27 children with difficulties in literacy were involved, so that members of the Institution such as: the rector, teachers, parents and the psychologist of the campus requested an evaluation to the students to know the level of difficulty they had and thus proceed to intervene according to their specific needs. For this reason, the process of assessing literacy difficulties in children aged 7 to 12 years was applied. Within this evaluation period three instruments were used: 1) VMI whose purpose is to determine the degree to which the child integrates his visual and motor skills; 2) Tale test that measures general levels of reading and writing and 3) PROLEC-R that identifies the difficulties in reading ability, which generated interest in the authors to know ¿how adequate these tools are for the evaluation of literacy in children aged 7 to 12? This systematization was developed through a qualitative methodology of systematization of experiences, which allowed to deepen and understand the object of study, through observation and subsequent interpretation. At the end of this work, it was concluded that the tools used are suitable for a more non-psychological pedagogical intervention
The present systematization work, obtained by the experience of community practice carried out in the Indo-German complete elementary school, was carried out as a prerequisite to obtaining the title of psychologists. During the intervention, 27 children with difficulties in literacy were involved, so that members of the Institution such as: the rector, teachers, parents and the psychologist of the campus requested an evaluation to the students to know the level of difficulty they had and thus proceed to intervene according to their specific needs. For this reason, the process of assessing literacy difficulties in children aged 7 to 12 years was applied. Within this evaluation period three instruments were used: 1) VMI whose purpose is to determine the degree to which the child integrates his visual and motor skills; 2) Tale test that measures general levels of reading and writing and 3) PROLEC-R that identifies the difficulties in reading ability, which generated interest in the authors to know ¿how adequate these tools are for the evaluation of literacy in children aged 7 to 12? This systematization was developed through a qualitative methodology of systematization of experiences, which allowed to deepen and understand the object of study, through observation and subsequent interpretation. At the end of this work, it was concluded that the tools used are suitable for a more non-psychological pedagogical intervention
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Lectoescritura, dificultad de aprendizaje, evaluación, intervención