Apoyo familiar y conciencia fonológica en una niña con problemas de lectoescritura.

Abstract

This study focuses on analyzing the relationship between family support and phonological awareness in a 7-year-old girl with reading and writing difficulties, currently enrolled in the second year of basic education at a public school in Machala, Ecuador. Using a qualitative and descriptive approach, various instruments were applied, including a structured interview with the mother, the Family Drawing Test by L. Corman, an observation guide, and the PECO Test, aiming to understand both the family dynamics and the phonological skills of the child under evaluation.The findings reveal a low level of phonological awareness, evidenced by difficulties in syllable segmentation, rhyme recognition, and phoneme-grapheme association, all of which directly impact her reading and writing processes. Furthermore, limited family support was observed, marked by the absence of pedagogical strategies at home, minimal verbal affection, and a lack of structured academic routines. The child’s projective drawing also reflected signs of low self-esteem and a reduced perception of emotional support.The research is grounded in the theoretical frameworks of Lev Vygotsky and Jean Piaget, both of whom emphasize the crucial role of family and social environment in cognitive and language development. It is concluded that the lack of adequate family support directly contributes to delays in essential phonological skills required for literacy acquisition.