Vínculo familiar y rendimiento académico en un niño con problemas de lecto-escritura

Abstract

Literacy is a constant problem that is reflected in educational institutions. The case study establishes the following problem: What is the relationship between the family bond and the academic performance of a child with reading and writing problems? The general objective of the study is to analyze the relationship between the family bond and the academic performance of a child with reading and writing problems. Likewise, the specific objectives are: to describe the family bond in a child with reading and writing problems and to evaluate the academic performance of a child with reading and writing problems. The scope of this research is descriptive with a qualitative paradigm. With respect to the epistemological approach, the sociocultural theory of Lev Vygotsky was approached. For the research methodology, a 10-year-old child was taken as the object of study, in addition, the instruments used were the cumanes questionnaire, the interview directed to the mother and the observation guide in the family and school environment, allowing to obtain relevant data from the case study. As for, the results achieved it was possible to verify that the child has a very low neuropsychological development index, allowing to verify the low academic performance in reading and writing. Thus, this research allows concluding that there is a relationship between the family bond and academic performance in a child with reading and writing problems, because when parents are not involved and do not show affection within the home, this causes difficulties in learning and low academic performance.