Lectura pictográfica herramienta didáctica para atención de estudiantes con dislexia

Abstract

The respective investigation corresponding to the same curricular integration work that was carried out with the purpose of solving and coping with a common learning problem dyslexia, which has been evidenced in our pre-professional practices, for this reason we selected the subject of study, Pictographic reading, a didactic tool for the attention of students with dyslexia in the subject of language and literature, was carried out at the Rotary Club Machala Moderno institution in the 3rd grade EGB, in the period 2021. In addition, the following central problem was started: How does the application of pictographic reading influence as a didactic tool for the attention of students with dyslexia in the area of language and literature, in the 3rd year of the Rotary Club Machala Moderno 2021 Educational Unit Its objective is to determine the influence of pictographic reading on the attention of students with dyslexia. Therefore, the central hypothesis is based on the application of pictographic reading that significantly influences the reduction of dyslexia in students of language and literature, in the 3rd year of the Rotary Club Machala Moderno 2021 Educational Unit, since this tool potentiates concentration and imagination. , which originates the development of skills and abilities in students with educational needs. Regarding the methodology used, it is directed to a quantitative-qualitative approach, where the main methods that we selected were the inductive, deductive, analytical and synthetic. In addition to this, it is part of a descriptive investigation, since it was considered essential for obtaining information regarding the object of study. With respect to the application of instruments, a survey directed to the students and an interview directed to the teacher were selected. Referring to the sample, 17 students were chosen in a simple random manner, from parallel A corresponding to 88% of the population and 1 teacher from the same parallel. However, these instruments allowed to know if the teacher applies this pictographic didactic tool in the reading processes, since it is aimed at specifying the learning processes and a questionnaire of structured questions aimed at teachers, in order to demonstrate the pedagogical praxis of the teaching staff in relation to the knowledge and use of virtual educational tools. Referring to the results of the applied instruments, when carrying out the corresponding analysis, discrepancies were evidenced based on the pictographic reading didactic tool, the same ones that lead to a significant learning process. According to the above, it was evidenced that the teacher interviewed does not have erudition about this tool, and therefore does not contribute to solving this learning difficulty in students who suffer from this condition. From the perspective of the manifest different perspectives, since the teacher attributes reading processes to promote communication skills, however, they are ambiguous to help all students learn, since not all learn at the same pace or in the same way. In fact, based on the results obtained, requirements were generated from which the proposal was based, which was a didactic guide, the purpose of which is to contribute significantly through actions that facilitate the learning process in students and this way overcome dyslexia in reading processes. At the time of implementing the didactic guide, the various types of dyslexia were taken into account, and for this it was distributed on different platforms, since each one is governed by the specific condition, so that it allows the student to generate concentration and motivation. It should be noted that this guide attributes platforms where reading activities can be developed under the guidance and mediation of the teacher as a facilitator of the learning process.