Dificultades lecto-escritoras y estado emocional de un niño con dislalia.

Abstract

In recent years, reading and writing difficulties have become an increasingly frequent problem within the socio-educational context of students, bringing with them repercussions that transcend the academic environment and generate complications in their integral development. In this sense, it has been evidenced that among the consequences that students with these difficulties present are: difficulty or scarcity in interpersonal communication, inactive participation in the classroom and constant teasing or negative comments; which significantly affects the emotional state of the student and therefore increases the limitations within the teaching-learning process. The present study raises the following question: What is the relationship between reading and writing difficulties and the emotional state of a child with dyslalia? In order to answer this question, the following objective is proposed: To establish the relationship between reading and writing difficulties and the emotional state of a child with dyslalia. Regarding the methodology applied in the present work, a child with dyslalia was taken as the subject of study. The instruments applied were the Magellan Scale of Reading and Writing to evaluate his reading and writing skills; the Projective Test of the House, Tree and Person (HTP) in order to evaluate his emotional state; and finally through the interview to the legal representative of the subject of study, accompanied by the observation guide made to him, relevant information was obtained about the object of study. As for the results obtained, it was found that in the area of reading and writing the student presents notable deficiencies such as omission, substitution and incorrect pronunciation of words, which affects his general communication and therefore the interaction with his peers and teachers in the teaching-learning process. Likewise, in the emotional area, the child projects insecurity, introversion, forced sympathy, search for approval and a frequent feeling of inadequacy due to the constant teasing and negative comments received from his family and educational environment. In the research conducted, it is evident that there is a significant relationship between reading and writing difficulties and the emotional state of a child with dyslalia, since, when presenting these deficiencies within the educational process, imminently the child will be affected both academically and emotionally in the first instance, however, these repercussions transcend the personal sphere, affecting interpersonal relationships, whether they are family, social or between school peers. In addition, it is relevant to note that the research also allows concluding that communication and education within the family context are determining factors for the study subject to have developed feelings of maladjustment, low self-esteem, shyness or difficulties in relating to the environment. Therefore, it is necessary to constantly motivate the student who presents difficulties in reading and writing so that these do not become an obstacle in the teaching-learning process, much less in his integral development as a human being.