Aprendizaje multisensorial y lúdico en niños con problemas de lectoescritura

Abstract

The problem of literacy is found in various classrooms, becoming an educational need not associated with a more frequent disability in basic education schooling, thereupon, we have detected that the infant who has this NEE shows deficiency when learning new things through reading and presenting ideas in writing. Therefore, literacy disorder is a significant problem in the Daniel Córdova Toral’s Institution, which is located in puerto Bolívar parish of the city of Machala. There we found the study subject with the age of 10 years old, coming from a dysfunctional family, which has caused the detection of abnormalities in the teaching and learning processes of the infant; this causing the deprivation of pedagogical scaffolding. Therefore, there is an alteration in retention and coding of information that is imparted to the learner who presents this reading and writing deficiency. The same that is related to multisensory learning and playful activities, where the different ways of teaching are specified so that the infant can learn and potentiate their skills, thus making their learning meaningful. Consequently, we propose as a study objective the Analyze of multisensory and playful learning in a child with literacy problems. In addition, truthful and reliable information was collected from various sources such as: SciELO, Redalyc, Scientific Journals and Dialnet. Which contribute to the analysis of variables that contribute to the identification of ¿How does multisensory and playful learning influence a child with literacy problems?. In order to determine this problem, a descriptive scope with a qualitative approach was used, because of this we were able to recognize the main characteristics of the subject of study and how the context and the variables influence it. So as to achieve the objective of the study, a reading and writing test was performed, which demonstrated the deficit in word comprehension, grapheme retention, encoding and decoding of content taught by the educator in the classroom. On the other hand, on the other hand, it was decided to apply the interview demonstrating that the speaker has an affinity with multisensory learning since he is interested in learning through his senses, and also prefers that the school contents are sent through playful activities, since these allow them to be interested in the content taught by the educator and thus achieve that their learning is retained for a long time. In short, the results of this research show that in the educational context there is little knowledge on how to address the NEE of reading and writing, in addition, they do not regularly apply multisensory and playful methods that favor the cognitive and behavioral stimulation of students who have or do not have a special educational need associated or not associated with a disability. However, when these pedagogical strategies are applied, a favorable and successful environment is created in the teaching and learning process, allowing the learner to retain the most information related to reading and writing so that he/she can have a good reading comprehension and a good domain in his/her lexicon and grammar.