Estrategias metodológicas para la atención de estudiantes con disortografía del quinto grado de la Escuela Abdón Calderón, Cantón Pasaje, 2021-2022

Abstract

This research project is subject to the study of methodological strategies for the care of students with dysorthography, which are focused on achieving the objectives aimed at improving educational quality. That is why, in the different subjects within school activities, they contribute positively in the confrontation of learning difficulties of students with dysorthography, with the application of methodological strategies, the teacher can make use of a large number of methods, techniques and resources that work constantly to guarantee the acquisition of knowledge in students with dysorthographicdeficiencies. The problem of dysorthography lies in the alteration that it produces within the written language, in which a series of difficulties associated with the correct management of spelling and writing are observed that are present within the school processes and that if they are not treated on time can become a serious problem when the student performs a writing process. The study aims to determine the methodological strategies that should be used for the attention of students with dysorthography in the fifth grade of the school Abdón Calderon, of the canton Pasaje, 2021-2022. The present study is supported through the various scientific methods of systematization, analytical-synthetic, through a quantitative-qualitative approach; where a direct observation guide was applied to the online educational process, interviews with teachers and a survey of fifth grade students. which became the sample within the investigation. The results showed that the teachers make use of the different methodological strategies, in which they work on elements that allow improving this condition in children, which require special attention and differentiated work focused on learning and correct handling of problems. dysortography, thus allowing to improve knowledge to write properly. It is for this reason that the approach of the proposal within the research efficiently consolidates the continuity of new methodological strategies that allow solutions to the various pedagogical needs of current societies associated with problems with dysorthography, for this reason, it is considers that the implementation of the proposal is feasible since it positively influences the various technical, economic, social and environmental areas of the context and reality of the research, allowing teachers to guarantee and consolidate new knowledge about methodological strategies for the timely attention in students with dysorthography, likewise, that within the writing activities the students manage to assimilate in a simple way the necessary knowledge to improve the problems associated with dysorthography, and thus achieve a full development of the intellectual part, achieving thus establish positive changes in learning processes and adequate interaction between teachers and students in managing class hours.