Aprendizaje virtual y rendimiento académico en un niño con dislexia

Abstract

Psychopedagogy is a career of vital importance for the lives of all people, since its skills allow the teaching-learning process to develop in better conditions, especially for people who suffer from limitations such as dyslexia. In the field of education, evaluations have been progressively developed that allow diagnosing the presence of dyslexia, as well as teaching methodologies that facilitate the assimilation of knowledge; however, since 2020 there has been a transition towards a new way of teaching classes from virtuality as a result of the COVID-19 pandemic and according to various studies, especially those produced in Latin America, it has been shown that teachers and students was not fully prepared for this modality, or what is even more striking, for the academic development and virtual learning of children with dyslexia to be adequate. In this sense, in the city of Machala in the Francisco Ochoa Ortiz General Basic School, the opportunity was identified to analyze how the dyslexia of a nine-year-old boy who is in the fifth year of Basic Education influences his academic development and virtual learning. , taking this case study from the Pre-professional Practices program of the Technical University of Machala. This research addresses as a problem What relationship exists between virtual learning and the academic performance of a nine-year-old child with dyslexia? for which the general objective was established to determine the relationship between virtual learning and the academic performance of a child. with dyslexia. The methodology used was descriptive, cross-sectional, non-experimental, with a qualitative approach, and the research techniques that allowed data collection were 1) Raven's Test, 2) Olea's Reading and Writing Tests, 3) Documentary Analysis, and 4) the semi-structured interview. The methodological process consisted in the first place to carry out an assessment of the IQ to determine if the student under study has an acceptable cognitive capacity and thus classify it as a case of dyslexia, to then assess the types of dyslexia that it has and subsequently identify its academic performance. based on the grading system of the school where you study and understand how your virtual learning has evolved from the perspective of your teacher tutor. The results showed that the child has a medium-high IQ, therefore, by continuing with the assessment of dyslexia, it was possible to diagnose 1) third-level dyslexia, 2) developmental dyslexia, and 3) reading comprehension dyslexia; In addition, their grades reflect a regular and low level of their academic performance, while with regard to virtual learning, the teacher assures that it has evolved over time after having developed individual activities despite not having sufficient knowledge to use techniques. and resources considered effective for optimizing the teaching-learning process of dyslexia cases. The conclusions of this research show that there is an influence of this cognitive disorder called dyslexia on academic performance and virtual learning, which is negative and must be addressed urgently, since the conditions of the intelligence of the child under study denote that can have a better learning and performance even in the virtual modality.