Publication: Identificación, prevención e intervención ante las dificultades y errores de enseñanza y aprendizaje de la lectura y la escritura en contextos desfavorecidos
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Date
2016-03-15
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info:eu-repo/semantics/openAccess
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Universidad Nacional de Educación a Distancia (España). Facultad de Educación. Departamento de Didáctica, Organización Escolar y Didáctica Especiales
Abstract
Muchos niños presentan dificultades en el aprendizaje de la lectura y la escritura, unas veces con carácter transitorio y otras permanentes. Estas dificultades producen en los alumnos escasa motivación al entorno escolar y al aprendizaje, bajas calificaciones e incluso la aparición de conductas disruptivas para no tener que enfrentarse a este tipo de tareas. Las dificultades que presentan los alumnos pueden deberse a situaciones personales de discapacidad, dificultades específicas de aprendizajes o asociarse a otros factores externos al propio niño como son los factores sociales, culturales y los propios procesos de enseñanza-aprendizaje. Este trabajo se centra en los factores externos al propio alumno que son los menos estudiados e investigados y que, si se incide sobre ellos, podemos anticiparnos y prevenir la aparición de dificultades y errores de aprendizaje y enseñanza, desmotivación y rechazo escolar o, al menos, reducir el impacto negativo de éstos. Estas dificultades, que a priori, presentan los alumnos en el proceso de aprendizaje y desarrollo del proceso lector y escritor debidos a la edad y a la falta de dominio de estas destrezas pueden perdurar más allá de estos momentos evolutivos principalmente cuando nos encontramos en entornos sociales, económicos y culturales desfavorecidos. Desde el comienzo de la enseñanza de la lectura y escritura debemos poner en marcha una serie de mecanismos y estrategias que prevengan o se anticipen a su aparición y más especialmente en los tres primeros cursos de primaria que es donde las leyes educativas españolas y su desarrollo normativo ponen el peso de estos aprendizajes.
Many children show difficulties, either temporary or permanent, in the acquisition of reading and writing skills. These difficulties produce in these students a lack of motivation towards both school environment and learning, low marks and even the development of disruptive behavior in order not to face this kind of tasks. The difficulties experienced by the students may be due to personal situations such as disability or, specific learning difficulties but also to other external factors such as social and cultural factors, as well as to the teaching-learning processes themselves. The present study focuses on the external factors to the student, which are the least studied and researched, and the ones that, if we influence over them, can let us prevent the appearance of difficulties and mistakes in learning and teaching, the lack of motivation and school rejection, or at least, to reduce their negative impact. These difficulties, which, a priori, are experienced by these students in the learning and development of the reading and writing process due to age and the lack of command of those skills, can last further than those evolutionary stages, especially when we are immersed in disadvantaged social, economic and cultural environments. We must implement a series of strategies and mechanisms that help us, when teaching reading and writing, to either prevent or anticipate the appearance of these difficulties, especially in the three initial years of primary education, which are the ones where the Spanish educational laws and their normative development stress this learning.
Many children show difficulties, either temporary or permanent, in the acquisition of reading and writing skills. These difficulties produce in these students a lack of motivation towards both school environment and learning, low marks and even the development of disruptive behavior in order not to face this kind of tasks. The difficulties experienced by the students may be due to personal situations such as disability or, specific learning difficulties but also to other external factors such as social and cultural factors, as well as to the teaching-learning processes themselves. The present study focuses on the external factors to the student, which are the least studied and researched, and the ones that, if we influence over them, can let us prevent the appearance of difficulties and mistakes in learning and teaching, the lack of motivation and school rejection, or at least, to reduce their negative impact. These difficulties, which, a priori, are experienced by these students in the learning and development of the reading and writing process due to age and the lack of command of those skills, can last further than those evolutionary stages, especially when we are immersed in disadvantaged social, economic and cultural environments. We must implement a series of strategies and mechanisms that help us, when teaching reading and writing, to either prevent or anticipate the appearance of these difficulties, especially in the three initial years of primary education, which are the ones where the Spanish educational laws and their normative development stress this learning.
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lectura, escritura, prevención, dificultades de aprendizaje, errores de enseñanza, contextos desfavorecidos, reading, writing, prevention, learning difficulties, teaching mistakes, disadvantaged contexts
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Facultades y escuelas::Facultad de Educación
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