Citas bibligráficas
Alomia, C., Orihuela, P. (2017). Investigación en diseño de estudio de caso de dos niños de 8 años con dificultades de aprendizaje en habilidades prelectoras y lectoras [Tesis, Universidad Marcelino Champagnat]. https://hdl.handle.net/20.500.14231/531
Alomia, C., Orihuela, P. Investigación en diseño de estudio de caso de dos niños de 8 años con dificultades de aprendizaje en habilidades prelectoras y lectoras [Tesis]. PE: Universidad Marcelino Champagnat; 2017. https://hdl.handle.net/20.500.14231/531
@mastersthesis{renati/236863,
title = "Investigación en diseño de estudio de caso de dos niños de 8 años con dificultades de aprendizaje en habilidades prelectoras y lectoras",
author = "Orihuela Elías, Patricia María",
publisher = "Universidad Marcelino Champagnat",
year = "2017"
}
The present investigation considers verifying the cognitive manifestations in skills pre reading and reading that the students present with difficulties of learning, as well as to determine the effects of the Plan of Intervention on the level of the domain of the mentioned skills, in two cases that have problems of learning in the reading. The first case is a student 8-year-old male 5 months, which it deals for the second time 2ºgrado of primarily and still it manages to read neither to write like waited for his age. The child does not recognize any letters; phoneme does not associate with grafema, which prevents him from reading accurately syllables and words. The second case is a student 8 years 6 months that the third degree deals, when he reads syllabicates, and is united by slightly frequent words of high extension, for presenting difficulty in to associate phoneme with his respective grafema, which impedes his comprehension. On the other hand, his low fluency or reading speed reflects that it has not automated the processes of decodificación, therefore, his cognitive resources they are busy with low-ranking processes (perceptive and lexical). In the results of the evaluation there was verified that the children have a low level of domain in the skills pre reading (phonological conscience and verbal short-term memory) as also in the processes of the reading (perceptive, lexical and semantic). After the intervention there has been increased in significant form the level of domain of the skills pre reading as in the processes been employed at the reading.
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