Actividad lúdica y su influencia en los estudiantes con dislexia del 4to año E. Básica de la U. Educativa Adolfo Jurado Gonzalez del cantón Ventanas
| dc.contributor.advisor | Gomez Alcivar, Victoria Josefina | |
| dc.contributor.author | Buñay Cuvi, Luis David | |
| dc.date.accessioned | 2023-11-13T14:18:54Z | |
| dc.date.available | 2023-11-13T14:18:54Z | |
| dc.date.issued | 2023 | |
| dc.identifier.uri | http://dspace.utb.edu.ec/handle/49000/15253 | |
| dc.description | Dyslexia represents a significant challenge in both the educational and social spheres, directly impacting the academic performance of fourth-grade students at the Adolfo Jurado González Educational Unit in the Ventanas canton. Those affected exhibit specific difficulties in writing and reading, such as confusion with similar letters, slow reading with omissions and skips, spelling errors, and frustration in tasks involving dictation or reading. The lack of adapted playful materials tailored to the educational needs of these students is noteworthy, translating into a hurdle in overcoming this learning challenge. Although the teacher provides pedagogical reinforcement, different alternatives are not implemented for this group, which expresses disinterest in traditional pedagogy. The research focuses on understanding and addressing the learning issue of children with dyslexia from their early stages of education. The lack of knowledge and attention from teachers, parents, and the environment further complicates the development of fluent reading and writing. The justification for this research lies in the need to promote adaptability in educational techniques and resources, as well as in the importance of recognizing and addressing special educational needs not associated with a disability. The aim is to foster active and inclusive learning, involving teachers and parents in channeling knowledge about these cases. The general objective is to determine how the implementation of adapted playful activities benefits the academic performance and emotional well-being of students with dyslexia. Specific objectives include identifying the specific needs of the students, analyzing playful activities that address their difficulties, and evaluating the effectiveness of these activities in acquiring reading and writing skills. This research falls within the research line of the "Educational Model," with an emphasis on teaching and learning methods, techniques, and strategies, which are the central focus of this case study. | es_ES |
| dc.description | Dyslexia represents a significant challenge in both the educational and social spheres, directly impacting the academic performance of fourth-grade students at the Adolfo Jurado González Educational Unit in the Ventanas canton. Those affected exhibit specific difficulties in writing and reading, such as confusion with similar letters, slow reading with omissions and skips, spelling errors, and frustration in tasks involving dictation or reading. The lack of adapted playful materials tailored to the educational needs of these students is noteworthy, translating into a hurdle in overcoming this learning challenge. Although the teacher provides pedagogical reinforcement, different alternatives are not implemented for this group, which expresses disinterest in traditional pedagogy. The research focuses on understanding and addressing the learning issue of children with dyslexia from their early stages of education. The lack of knowledge and attention from teachers, parents, and the environment further complicates the development of fluent reading and writing. The justification for this research lies in the need to promote adaptability in educational techniques and resources, as well as in the importance of recognizing and addressing special educational needs not associated with a disability. The aim is to foster active and inclusive learning, involving teachers and parents in channeling knowledge about these cases. The general objective is to determine how the implementation of adapted playful activities benefits the academic performance and emotional well-being of students with dyslexia. Specific objectives include identifying the specific needs of the students, analyzing playful activities that address their difficulties, and evaluating the effectiveness of these activities in acquiring reading and writing skills. This research falls within the research line of the "Educational Model," with an emphasis on teaching and learning methods, techniques, and strategies, which are the central focus of this case study. | es_ES |
| dc.description.abstract | La dislexia representa un desafío significativo en el ámbito educativo y social, con repercusiones directas en el rendimiento académico de los estudiantes del cuarto año de educación general básica en la Unidad Educativa Adolfo Jurado González del cantón Ventanas. Los afectados muestran dificultades específicas al escribir y leer, como la confusión entre letras similares, lectura lenta con omisión y saltos, errores ortográficos y frustración en tareas que requieren dictado o lectura. Se destaca la carencia de material lúdico adaptado a las necesidades educativas de estos estudiantes, lo que se traduce en un obstáculo para superar este desafío de aprendizaje. Aunque la docente brinda refuerzo pedagógico, no se implementan alternativas diferentes para este grupo, que manifiesta desinterés por la pedagogía tradicional. La investigación se centra en comprender y abordar el problema de aprendizaje de niños con dislexia desde sus primeras etapas de educación. La falta de conocimiento y atención por parte de docentes, padres y entorno complica aún más el desarrollo de una lectura y escritura fluida. La justificación de esta investigación radica en la necesidad de promover la adaptabilidad de técnicas y recursos educativos, así como en la importancia de reconocer y atender las necesidades educativas especiales no asociadas a una discapacidad. Se busca fomentar un aprendizaje activo e inclusivo, involucrando a docentes y padres en la canalización del conocimiento sobre estos casos. El objetivo general es determinar cómo la implementación de actividades lúdicas adaptadas beneficia el rendimiento académico y bienestar emocional de estudiantes con dislexia. Los objetivos específicos incluyen identificar las necesidades específicas de los estudiantes, analizar actividades lúdicas que aborden sus dificultades y evaluar la efectividad de estas actividades en la adquisición de habilidades de lectura y escritura. Esta investigación se enmarca en la línea de investigación del "Modelo educativo", con énfasis en métodos, técnicas y estrategias de enseñanza-aprendizaje, siendo estos el foco central de este estudio de caso. | es_ES |
| dc.format.extent | 35 p. | es_ES |
| dc.language.iso | es | es_ES |
| dc.publisher | BABAHOYO: UTB, 2023 | 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 | Dislexia | es_ES |
| dc.subject | Actividades lúdicas | es_ES |
| dc.subject | Aprendizaje activo | es_ES |
| dc.title | Actividad lúdica y su influencia en los estudiantes con dislexia del 4to año E. Básica de la U. Educativa Adolfo Jurado Gonzalez del cantón Ventanas | es_ES |
| dc.type | bachelorThesis | es_ES |
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