Actividades lúdicas para la enseñanza de la lectoescritura en estudiantes de subnivel medio de la Escuela Virgen de América, periodo 2021-2022

Abstract

The present investigative work focuses on recreational activities as a means that contributes to the improvement of reading-writing processes in students of the middle sublevel of basic general education, it is very common to observe that students present difficulties at the time of acquire or work with reading and writing skills, as these become a stumbling block for the teaching learning process of these important skills. Reading and writing are two of the most important skills that every student must acquire because these will not only be put into practice in the area of language and literature, but will be used in all areas of school learning. For this reason, it is worth mentioning that the use of innovative and dynamic play activities to reinforce reading-writing skills in the classroom. It is very common to see in various education centers in the country many cases of students with reading-writing comprehension problems and these are not usually given the pedagogical treatment they require. On the other hand, educators do not effectively incorporate resources recreational activities that allow students to acquire these skills in an integral way, for this reason the research objective was to determine the recreational activities for the teaching of literacy in the middle sublevel student of the EGB ´´Virgen de América´´, period 2021 2022. For this research, the qualitative-quantitative approach was used, since the work focuses on the field of Social Sciences, the work is relational, since it linked literacy with play as a learning resource, thus denoting the relationship of both with the problem that was observed, it is explanatory because through the investigation it was sought to establish causes and effects which were generated with the various variables in the study and descriptive because the problems of the classroom are explained and in the same it was achieved measuring the level of influence of the variables and the relationship of the study subject. Due to the fact that different scientific articles are used to support the proposed therme with theoretical bases, the modality is documentary, and field, since it was carried out in the place where the problem was evidenced, witch is the School of Basic Education ´´Virgen de América´´ on the other hand, the techniques and instruments implemented were qualitative and quantitative, the same ones that were applied to the students and teachers of the institution. By applying research instruments, it was possible to obtain significant and relevant findings which give us guidelines to understand the same problems that later contributed to the construction of the research proposal. The result obtained as a result of the application of surveys, observation guides and interviews with teaching staff and students, it was possible to show that the students present shortcomings when putting into practice reading writing skills, since playful activities are not incorporated into the processes learning. On the other hand, it was possible to determine that the most used recreational activities to improve the acquisition of reading and writing skills are word bingo, looking for catchy phrases and placing alternative endings to stories. On the other hand, for students it is essential that teachers use play as part of the learning process, this allows them to learn quickly and fun. These results allowed us to propose the development of a teacher training program with playful activities applicable to the teaching of the reading-writing process, so that teachers have creative, striking and innovative activities for their classes and students can learn in a playful and dynamic way in order to achieve comprehensive learning.