La enseñanza aprendizaje de la lectoescritura de los estudiantes del cuarto año de la Unidad Educativa " Semillas de Vida" en el período académico 2018-2019.
The research was carried out with the aim of identifying the problems of literacy teaching. This study started from a common concern about the current state of students in the fourth year of "Semillas de Vida" Educational Unit, since many of the students show weaknesses in the comprehensio...
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| Tipo de recurso: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | Ecuador |
| Institución: | Universidad Técnica de Cotopaxi |
| Repositorio: | Repositorio Universidad Técnica de Cotopaxi |
| Idioma: | español |
| OAI Identifier: | oai:oai:repositorio.utc.edu.ec:27000:27000/7390 |
| Acceso en línea: | http://repositorio.utc.edu.ec/handle/27000/7390 |
| Access Level: | acceso abierto |
| Palabra clave: | ENSEÑANZA APRENDIZAJE COMPRENSIÓN HABILIDADES COMUNICATIVAS LECTOESCRITURA ESTRATEGIA DIDÁCTICA EDUCACIÓN BÁSICA |
| Sumario: | The research was carried out with the aim of identifying the problems of literacy teaching. This study started from a common concern about the current state of students in the fourth year of "Semillas de Vida" Educational Unit, since many of the students show weaknesses in the comprehension of written texts and writing problems, which leads us to believe that the level of these two communication skills is low. Therefore, to respond to this problem, the main objective of this written work is: to develop a didactic strategy for the improvement of the teaching and learning of reading and writing of fourth year students. In order to fulfill this objective, it is necessary to acquire factual information through the methodology that in this case was qualitative and quantitative, since it is investigated from the characteristics or relevant aspects of those involved, using both deductive and inductive methods, which allow the presentation of concepts, principles, rules, definitions, operations, and formulas from which to analyze, synthesize, compare, generalize, and demonstrate in relation to the process of teaching students' learning to read and write. The proposed didactic strategy was validated by experts and users, who explained the importance of improving literacy teaching and learning. The results of the application of the proposal were that students mostly understand what they read and can write texts easily. |
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