La dislexia y su incidencia en el aprendizaje

Abstract

In the present work the problem of dyslexia and its impact on learning is addressed. Reading and writing are presented as activities involving various motor and visual perceptual systems, as well as phonological and symbolic skills. When children learn to read, they must have developed certain pre-reading skills, when students have problems in reading and writing it means that these skills were not developed correctly. In this way, the objective of this research is: Design a program that enables the development of phonological skills, the same that will be socialized with the teachers of the Institution, the field of action being pedagogical-didactic. The type of research used is qualitative, applied, the research paradigm is socio-critical; while the methods used in data collection is the survey. The survey considered the research variables as theoretical support, addressing the knowledge of teachers in terms of: 1) academic knowledge and 2) knowledge based on experience; and specifically the following aspects were addressed: a) reading; b) phonological abilities, and c) dyslexia. The results obtained are relevant because they demonstrate how literacy learning is transformed based on the use of technological tools. This study will promote and improve reading and writing skills through activities and strategies planned and directed through information and communication technologies (ICT), by contributing to the recognition of contexts and sociocultural spaces where students develop every day.