Aprendizaje de la lectoescritura y rendimiento académico en un niño con dislalia.

Abstract

The dyslalia disorder is a problem that consists in the poor articulation of certain phonemes and is found in various classrooms, becoming an educational need that is more easily evidenced in basic education schooling, so it has been detected that the child has difficulty pronouncing letters that involve having a conversation and receiving new knowledge. In effect, this does not allow him to have a good development in his teaching-learning process, so that his academic performance is affected. In this sense, the present research work was conducted with a 9 year old student in the basic education school "Carlota Rodas Cuervos de Dávalos" located in the parish of Puerto Bolivar in the city of Machala with the theme: The learning of reading and writing and academic performance of a child with Dyslalia. Through the observation obtained during the pre-professional practices it was possible to gather that dyslalia is a problem that is associated with the learning of reading and writing, affecting academic performance and social interaction of the infant because of its low ability to insert a dialogue. As background, it was possible to detect that the lack of didactic material, ludic material and speech therapies, in general the absence of pedagogy is a barrier in the acquisition of new learning, in the same way the role of the family becomes a fundamental element in the academic development that unfortunately in the present work it has been observed that there is no commitment on the part of the family. The methodology used in the case study is of a qualitative-descriptive nature, serving as an aid in data collection and obtaining relevant information. Likewise, high impact databases were used to search for valid and reliable information such as: SciELO, Redalyc, Dialnet and Scientific Journals, which were decisive contributions for the analysis of the variables and thus identify ¿What influence does the learning of reading and writing have on the academic performance of a child with dyslalia? On the other hand, the data collection instruments applied were the following tests: Dr. Olea literacy test, Illionois test of skills (ITPA-3), interviews and the observation sheet, which allowed obtaining information and identifying the degree of difficulty in dyslalia. According to what was analyzed with the techniques used, it was evidenced that the student shows a deficit in the articulation of language, and a low level in his behavior and social interaction, as well as deficiencies in the recognition of vowels and consonants, verbal fluency, dictation, spelling, omission of letters, phonetic problems and slowness in reading and/or writing, therefore his school performance has been unfavorable. Therefore, the educational institution must sensitize parents, teachers and students about the characteristics of dyslalia, while providing pedagogical strategies, resources and tools to create a favorable environment in the teaching-learning process and opt for a structured system of prevention and detection of the child's needs.