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Estrategias para mejorar la ortografía en los estudiantes de cuarto año de la Escuela de Educación Básica Quito del cantón Quevedo, Provincia de Los Ríos
| dc.contributor.advisor | Blaschke Guillen, Gisella | |
| dc.contributor.author | Rosado Calvache, Jonathan Arnaldo | |
| dc.date.accessioned | 2020-07-28T16:35:16Z | |
| dc.date.available | 2020-07-28T16:35:16Z | |
| dc.date.issued | 2020 | |
| dc.identifier.uri | http://dspace.utb.edu.ec/handle/49000/8237 | |
| dc.description | This theme aims to promote the understanding of the close relationship between learning to speak and learning to write, its importance in the intellectual development of the child, the learning mechanisms involved and the external factors that influence this, and the signs that may indicate learning weaknesses. Because it is important? Learning to speak and write is one of the most visible and important achievements of early childhood. Language means a new tool that offers new opportunities in understanding the social environment, knowledge about the world, sharing experiences, such as satisfaction and needs. So, during the first three years of school, children take another big step in language development and this is as they learn to read and write. Although both areas are different, they are also related. Initial language skills have been linked to subsequent success in learning to write and read. Similarly, pre-alphabetic and alphabetic activities can support children in language skills, both in their preschool years and after school. Children with hearing impairments and writing skills often have a language disorder. It is estimated that between 8% and 12% of preschoolers and 12% of children | es_ES |
| dc.description | This theme aims to promote the understanding of the close relationship between learning to speak and learning to write, its importance in the intellectual development of the child, the learning mechanisms involved and the external factors that influence this, and the signs that may indicate learning weaknesses. Because it is important? Learning to speak and write is one of the most visible and important achievements of early childhood. Language means a new tool that offers new opportunities in understanding the social environment, knowledge about the world, sharing experiences, such as satisfaction and needs. So, during the first three years of school, children take another big step in language development and this is as they learn to read and write. Although both areas are different, they are also related. Initial language skills have been linked to subsequent success in learning to write and read. Similarly, pre-alphabetic and alphabetic activities can support children in language skills, both in their preschool years and after school. Children with hearing impairments and writing skills often have a language disorder. It is estimated that between 8% and 12% of preschoolers and 12% of children | es_ES |
| dc.description.abstract | Con este tema se pretende promover la comprensión de la relación cercana existente entre aprender a hablar y aprender a escribir, su importancia en el desarrollo intelectual del niño, de los mecanismos de aprendizaje implicados y de los factores externos que influyen en esto, y de los signos que pueden indicar falencias en el aprendizaje. ¿Por qué es importante? El hecho de aprender a hablar eh escribir es uno de los logros más visibles e importantes de la primera infancia. El lenguaje significa una nueva herramienta que ofrece nuevas oportunidades en la comprensión del medio social, el conocimiento sobre el mundo, el compartir experiencias, como satisfacciones y necesidades. Por lo que, durante, los tres primeros años de escuela, los(as) niños(as) dan otro gran paso en el desarrollo del lenguaje y esto es a medida que aprenden a leer y escribir. Aunque ambos ámbitos son diferentes, también se relacionan. Las habilidades del lenguaje inicial han sido vinculadas a un posterior éxito en el aprendizaje de la escritura y lectura. De igual forma, las actividades pre- alfabéticas y alfabéticas pueden apoyar a los(as) niños(as) en las competencias lingüísticas, tanto en sus años preescolares como después en la escuela. Los(as) niños(as) con deficiencias auditivas y en habilidades de la escritura, suelen presentar un trastorno del lenguaje. Se estima que entre los 8% y 12% de preescolares y el 12% de los (as) niño(as) | es_ES |
| dc.format.extent | 24 p. | es_ES |
| dc.language.iso | es | es_ES |
| dc.publisher | BABAHOYO: UTB, 2020 | es_ES |
| dc.rights | Atribución-NoComercial-SinDerivadas 3.0 Ecuador | * |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/ec/ | * |
| dc.subject | Aprendizaje | es_ES |
| dc.subject | Habilidades | es_ES |
| dc.subject | Escrituras-trastornos | es_ES |
| dc.title | Estrategias para mejorar la ortografía en los estudiantes de cuarto año de la Escuela de Educación Básica Quito del cantón Quevedo, Provincia de Los Ríos | es_ES |
| dc.type | bachelorThesis | es_ES |
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Examen-Educación Básica [235]
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