Bibliographic citations
Leon, W., (2021). Evaluación de las dislalias y su relación en la adquisición de lectoescritura en los estudiantes del primer grado de la Institución Educativa 5003 Virgen de la Inmaculada Concepción – Callao [Universidad Nacional de Educación Enrique Gúzman y Valle]. https://repositorio.une.edu.pe/handle/20.500.14039/10407
Leon, W., Evaluación de las dislalias y su relación en la adquisición de lectoescritura en los estudiantes del primer grado de la Institución Educativa 5003 Virgen de la Inmaculada Concepción – Callao []. PE: Universidad Nacional de Educación Enrique Gúzman y Valle; 2021. https://repositorio.une.edu.pe/handle/20.500.14039/10407
@mastersthesis{renati/1021751,
title = "Evaluación de las dislalias y su relación en la adquisición de lectoescritura en los estudiantes del primer grado de la Institución Educativa 5003 Virgen de la Inmaculada Concepción – Callao",
author = "Leon Saldarriaga, William Eduardo",
publisher = "Universidad Nacional de Educación Enrique Gúzman y Valle",
year = "2021"
}
The objective of this research work is to define the psychopedagogical approach to writing difficulties in children diagnosed with dyslalia who are in the first grade of primary school (5 to 6 years). The inability to correctly pronounce certain phonemes or groups of phonemes is known as dyslalia (Rodríguez, 2010). This problem can lead to difficulties in learning to write, something that must be addressed during the learning phase. Therefore, we are going to analyze to what extent dyslalia affects children's academic performance, how a set of psychopedagogical tools of exercises would be beneficial to help these cases perform better in learning to write, and how joint work with a speech therapist could lead to better results. To do this, we will collaborate with dyslexic children who attend a work team known as "Neuroteam" and are between five and six years old in the first grade students of the Educational Institution 5003 Virgen de la Inmaculada Concepción – Callao, determine if there are problems of auditory discrimination that is transferred to writing and, from there, create strategies to deal with them.
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