Rendimiento académico y habilidades cognitivas en un niño con problemas de lectoescritura.

Abstract

Reading and writing problems have become a problem that is being accentuated with greater depth in schooling these days. Consequently, those students with these problems are unable to read and write correctly and, for this reason, students have low academic performance, since they need to have optimal reading and writing skills available for full development in the educational field. On the other hand, the non-existent reading comprehension and lack of construction of their own criteria by the students are other triggers of these shortcomings in literacy. It should be noted that there are other factors involved in the reading and writing processes, such as the cognitive abilities present in the individual. This study raises the following problem: What is the relationship between academic performance and cognitive abilities in a child with reading and writing problems? and, as a general objective of the study, to describe the relationship between academic performance and cognitive abilities in a child with reading and writing problems, in this sense, the specific objectives proposed are to evaluate the academic performance in a child with reading and writing problems and, to analyze the Cognitive abilities in a child with reading and writing problems. For the methodology of this research, a 9-year-old boy with reading and writing problems has been taken as the object of study, the instruments used for data collection were the Olea reading and writing test and the observation guide to detail the characteristics of the patient, likewise, the structured interview, the Goodenough test to measure the IQ and the observation guide for the analysis of academic performance and cognitive abilities in the infant were applied. In relation to the results obtained, it was found that the child with reading and writing problems has a poor literacy level to an intense degree, the difficulty in recognizing, understanding letters, words, numbers and short texts is exposed. In addition to this, the intellectual level reflected in the infant is borderline, which exposes cognitive abilities that are not developed efficiently and lead to a poor production of abstract and logical reasoning. All this, influencing the teaching and learning process in a negative way, which ends in poor academic performance and poor social relations in the student. In this study it can be concluded that there is a relationship between academic performance and cognitive skills in a child with reading and writing problems, because, by not having efficient cognitive skills such as attention, memory, concentration and language, they make the teaching environment difficult learning, sharpening the effectiveness of literacy skills and triggering poor academic performance. In addition to this, frustration is reflected on the part of the infant, since the impossibility of being able to correctly carry out the academic activities proposed by the teacher, leads to the fact that on many occasions the fulfillment of intra and extra class tasks does not exist and that critical thinking is vanished by the lack of understanding and construction of the ideas that the individual's brain pr