Bibliographic citations
Huamán, S., (2022). Concepciones docentes sobre las estrategias de enseñanza de la lectoescritura en estudiantes con dislexia [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/21778
Huamán, S., Concepciones docentes sobre las estrategias de enseñanza de la lectoescritura en estudiantes con dislexia []. PE: Pontificia Universidad Católica del Perú; 2022. http://hdl.handle.net/20.500.12404/21778
@misc{renati/2003564,
title = "Concepciones docentes sobre las estrategias de enseñanza de la lectoescritura en estudiantes con dislexia",
author = "Huamán Robles, Sharold Pilar",
publisher = "Pontificia Universidad Católica del Perú",
year = "2022"
}
This research presents a qualitative and descriptive approach. The subject of study is dyslexia, a difficulty in the acquisition of reading and writing, which are indispensable skills in the academic and social development of the student. Although it is little studied in our country, it is essential that teachers who teach at the primary level know about it, in order to provide an adequate intervention through teaching strategies. Therefore, the general objective is to analyze the conceptions of primary school teachers about teaching strategies for literacy in students with dyslexia. The specific objectives are: to identify the conceptions held by elementary school teachers about dyslexia: concept, characteristics, types, and consequences, and to describe the teachers' conceptions about the needs of students with dyslexia and the intervention actions necessary to address them in the classroom, specifically through teaching strategies. Information was collected through the application of a survey, as well as an interview with eight teachers from 3rd to 6th grade of elementary education. This research showed that teachers have ideas about what dyslexia is, pointing out that it is a difficulty in which reading and writing are involved. In addition, the experience in workshops is very relevant, since teachers who participated in a workshop on special educational needs are the ones who have more knowledge about strategies for teaching reading and writing to students with dyslexia. Unlike those who did not attend, who know some strategies that are not specific to develop literacy in students with this difficulty. In this sense, it is important to continue researching about dyslexia in order to know how teachers carry out adaptations and strategies to serve students diagnosed with this difficulty.
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