Estilos de aprendizaje y rendimiento académico de un estudiante con problemas de lectoescritura

Abstract

Reading and writing are the most important basic skills for human beings, since they allow them to relate and interact with the real world. Reading and writing problems are a problem that has been evidenced in a large number of students in the first years of schooling, and can last for a long-time causing difficulty in the student life of the individual, that is, in the teaching-learning process, becoming one of the main factors in the low academic performance of the student. Regarding learning styles, it is essential to know how the student acquires knowledge, since each human being learns in a different way. Therefore, the present project has reading and writing as its object of study, and is inclined to pose the following problem: What is the relationship between learning styles and the academic performance of a student with reading and writing problems? Therefore, the main objective of this case study is to analyze the relationship between learning styles and academic performance of a student with reading and writing problems, who was evaluated and diagnosed at the Basic Education School ''Juan Montalvo'' in the city of Machala. As for the methodology, for the realization of this research work, the descriptive scope was used, with a qualitative approach, assuming the constructivist theory, after determining the methodology of the work, instruments were developed and applied to obtain information or data, which are: the structured interview with the mother of the family, which allowed us to collect relevant information about the learning style and academic performance. Likewise, the learning styles questionnaire (CHAEA-Junior) was used to measure the predominant learning style of the 9-year-old student. Finally, the Reading Processes Evaluation Battery (Prolec-R) was used to identify the deficiency in the student's reading and writing skills. These instruments and techniques were the basis for the execution of the qualitative analysis of the research variables. According to the results obtained, it could be evidenced that there is a relationship between learning styles and academic performance, since the girl shows a preference for the reflective style, making her observant, analytical and investigative in the learning process. However, it should be noted that there are other factors such as the teaching methodology of the teacher and family support, which cause low academic performance. In addition, it was found through the Prolec-R battery, that the student shows a deficit in reading and writing skills, in other words, in reading comprehension, poor retention of information, fluency and verbalization of words or phrases, significantly affecting academic performance. Therefore, it is important to highlight the essential role of the educational community in the teaching-learning process, since they contribute to the development of reading and writing skills, favoring the student's performance in each of the corresponding subjects.