Apoyo familiar y rendimiento académico en una niña con problemas de lectoescritura.

Abstract

Reading and writing is the main basis for acquiring knowledge in the educational and social context of students, which allows them to develop and enhance their skills both in the academic area and in everyday life, that knowledge is immersed in all school subjects ranging from language and literature to art education, as well as in everyday activities such as writing their name, to reading stories or television commercials.

In this research the following problem is posed: What is the relationship between family support and academic performance in a girl with reading and writing problems? The general objective of the study is to analyze the relationship between family support and academic performance in a girl with reading and writing problems. The methodology of the present work has taken as the object of study an 11-year-old pre-adolescent girl with reading and writing problems, the instruments used were Dr. Olea's test and observation guide, these instruments allow us to observe the characteristics presented by the pre-adolescent girl and the level of knowledge she has up to the current school year she is attending. In the same way, the structured interview and the observation guide directed to the mother and teacher were applied, which allowed us to collect accurate information about family support and academic performance.

This investigation shows that the girl inserted in the Educational Unit 24 de Junio, located in the city of Machala, does not have a good relationship with her parents because they work too much, in addition to the little importance about her education. According to the socio-cognitive approaches that are based on analyzing the development of the human being in social contexts as real and symbolic situations also alluding to the cognitive, vicarious, self-regulatory and self-reflective processes that help in learning, the qualitative paradigm was used with descriptive character because it considers the different components involved in the low academic performance of the girl. The child's situation is worrisome because through Dr. Olea's test, reading and writing test, the following results were obtained: she presents complexity to read vowels, words, to distinguish letters, in terms of phonetics she presents pronunciation difficulties in words, a spelling difficult to understand. As for his working memory, he is deficient in formulating coherent answers to the questions asked, he does not show any difficulty in transcribing sentences or small paragraphs. This results in an academic delay of two school years.

Having said this, it can be concluded that there is an important relationship between family support and academic performance in a preadolescent girl with reading and writing problems. The family is an essential pillar of cognitive, social and psychological development of children, however, in this study it was found that the low performance of the girl with reading and writing problems is due to the lack of knowledge and support from parents about this difficulty. The commitment that exists between home and school is deficient, in addition to the poor family relationship, this prevents the girl from performing better in the school and social environment.