Estudio de caso de una niña de nueve años con dificultades en el proceso léxico de la lectura y de la escritura
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2022-05-10
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Pontificia Universidad Católica del Perú
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A medida que los niños forman parte de la sociedad de manera funcional y consciente asistiendo a una
institución educativa cobra importancia la lectura y escritura -pilares fundamentales para desenvolverse en
sociedad- por tal motivo, el desarrollo de estas durante la etapa escolar es de mucha importancia. En la
actualidad se puede observar casos de niños que no logran consolidarlas porque no desarrollan de manera
adecuada los procesos incluidos dentro de cada una de estas áreas. El caso en mención cursa el tercer grado
de primaria, presenta lectura y escritura imprecisas y dificultad en la comprensión de textos escritos y orales.
El objetivo del presente estudio de caso es diseñar un plan de evaluación e intervención de acuerdo a las
necesidades que presenta una niña de nueve años con dificultad en el proceso léxico de la lectura y escritura.
Al considerar el grado y la edad de la niña y de acuerdo a las evidencias, se observa que a medida que se
trabaja el proceso léxico de la lectura y escritura tanto por la ruta fonológica y visual mejora el nivel de
aprendizaje de la niña; asimismo, la intervención en el proceso sintáctico de la lectura a nivel de los signos de
puntuación refuerza la prosodia al momento de leer. Se concluye que el plan de intervención orientado al
desarrollo de los procesos léxicos de la lectura y de la escritura junto con el desarrollo del proceso sintáctico,
mejora el perfil de aprendizaje de la niña.
As children are part of society in a functional and conscious way, attending an educational institution, reading and writing becomes important - fundamental pillars to function in society - for this reason, their development during the school stage is of great importance. Currently, it is possible to observe cases of children who cannot consolidate them because they do not adequately develop the processes included within each of these areas. The case in question is in the third grade of primary school, presents imprecise reading and writing and difficulty in understanding written and oral texts. The objective of this case study is to design an evaluation and intervention plan according to the needs of a nine-year-old girl with difficulty in the lexical process of reading and writing. When considering the grade and age of the girl and according to the evidence, it is observed that as the lexical process of reading and writing is worked through both the phonological and visual route, the level of learning of the girl improves; Likewise, the intervention in the syntactic process of reading at the level of punctuation marks reinforces the prosody when reading. It is concluded that the intervention plan aimed at the development of the lexical processes of reading and writing together with the development of the syntactic process, improves the learning profile of the girl.
As children are part of society in a functional and conscious way, attending an educational institution, reading and writing becomes important - fundamental pillars to function in society - for this reason, their development during the school stage is of great importance. Currently, it is possible to observe cases of children who cannot consolidate them because they do not adequately develop the processes included within each of these areas. The case in question is in the third grade of primary school, presents imprecise reading and writing and difficulty in understanding written and oral texts. The objective of this case study is to design an evaluation and intervention plan according to the needs of a nine-year-old girl with difficulty in the lexical process of reading and writing. When considering the grade and age of the girl and according to the evidence, it is observed that as the lexical process of reading and writing is worked through both the phonological and visual route, the level of learning of the girl improves; Likewise, the intervention in the syntactic process of reading at the level of punctuation marks reinforces the prosody when reading. It is concluded that the intervention plan aimed at the development of the lexical processes of reading and writing together with the development of the syntactic process, improves the learning profile of the girl.
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Trastornos del aprendizaje en niños (Educación)--Estudio de casos, Comprensión de lectura, Escritura--Estudio y enseñanza (Primaria), Aprendizaje (Educación)