Uso del método doman en el proceso de iniciación a la lectoescritura en los niños de preparatoria

Abstract

Traditional methods in education have been questioned since children in their first years of school have presented difficulties during the process of initiation to reading and writing, due to the absence of the necessary motivation for the infant to acquire knowledge and therefore the lack of interest is scarce. The study was developed in an educational institution in the city of Machala. Therefore, the present research aims to determine the influence of the use of the Doman method in the initiation of reading and writing in high school children. A descriptive study was conducted under the quantitative approach and the research design is non-experimental, the sample consists of 19 students and 2 teachers, the data were obtained through a semi-structured interview with teachers and an observation guide to children and teachers. The analysis of the results collected through the instruments applied in this inquiry, allowed to verify the scarce use of analytical methods, such as Glenn Doman's, since teachers still rely on traditional methods, the data obtained help the approach of a training workshop for high school teachers in order to provide educational information. In conclusion, it is necessary for educators to use dynamic activities, innovative strategies and analytical methods for the process of initiation to reading and writing in high school children, since reading is considered the fundamental pillar in the acquisition of knowledge in children.