Estrategias lúdicas para desarrollar el proceso de lecto-escritura en estudiantes de segundo año de educación básica

Abstract

The national educational system faces several difficulties that result from the inadequate applicability of the teaching-learning processes, in particular reading and writing as the main elements of training activities, which leave a huge gap due to low academic quality, taking into account the The importance of this and the fundamental aspect of knowing how to read and write correctly. It is not unknown that at a global level there is an evident lack of reading culture, accompanied by an evident lack of reading comprehension, particularly in Latin America this shortcoming in formal education is more evident, since educational institutions, and the educational model in In general, they do not promote programs that induce growth in reading, which is why the academic performance of students is sharpened. It is undeniable that from the national curriculum methodological activities are proposed that promote the impulse to literacy from the subjects, however, this is not effective if it is not the teacher who, from his management space, does not develop correctly the reading-writing skills in the For this reason, the treatment of recreational activities as a strategy to develop reading and writing in students who have just entered the formal educational system is essential to achieve the optimal achievement of skills and abilities. It is important then, with the statistically evidenced antecedents, that this problem is improved, therefore, the present work aims in the first instance to diagnose the problem of literacy in children in the second year of basic education, and to propose recreational activities as strategies to improve These processes that allow time to improve the levels of academic performance and school strengthening. To support the research argument, a set of themes identified from the identification of the variables, playful strategies and the reading-writing process, was determined, supporting each one, in the first case, these correspond to the planned methodological action. by the teacher to carry out their classroom management and promote motivational spaces for the student, while establishing the necessary resources for this purpose. For the second variable, based on the process of reading and writing, theorization necessary to understand what is sustained and how this process is developed was determined, taking into account the opinion of several authors, who manifest the importance of reading as a primary basis for development. academic of the student, and above all as a form of communication. Based on the evidence of the identified problem, it has been possible to establish a proposal consisting of the application of a set of methodological strategies, based on a series of approaches that are the product of a consolidated theoretical base based on the contribution of expert researchers on the subject, with which and located in a real context made from the field study, which revealed the shortcomings that students have in their reading comprehension process, whose development depends a lot on how the teacher motivates the student to commit to the reading culture . To achieve this objective, a bibliographic, analytical and descriptive method has been used, using research instruments such as the survey, focus group, and interview, to collect information, analyze it and determine its results, with which a proposal has been raised that It derives from the information obtained.