Bibliographic citations
Bravo, S., Saavedra, E. (2021). Estudio de caso de un niño de 3° grado de primaria con dificultades en los procesos léxicos de la lectura y léxicos ortográficos de la escritura [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/19446
Bravo, S., Saavedra, E. Estudio de caso de un niño de 3° grado de primaria con dificultades en los procesos léxicos de la lectura y léxicos ortográficos de la escritura []. PE: Pontificia Universidad Católica del Perú; 2021. http://hdl.handle.net/20.500.12404/19446
@misc{renati/29471,
title = "Estudio de caso de un niño de 3° grado de primaria con dificultades en los procesos léxicos de la lectura y léxicos ortográficos de la escritura",
author = "Saavedra Vasquez, Elyana Paola",
publisher = "Pontificia Universidad Católica del Perú",
year = "2021"
}
In the preschool stage, children acquire the basic skills that allow them to function adequately in the school environment. If they’re not stimulated, students reflect various imprecisions in reading and writing, affecting their academic performance. The present case focuses on a child in the 3rd grade of primary school with difficulties in the lexical process of reading and the orthographic lexical of writing. The objective of the following work is to structure an evaluation plan that allows us to have a better overview of the child's difficulties in order to develop an intervention plan which purpose is to compensate them. At the end of the trimestral intervention plan, it is expected that by working on the phonological route of reading, through alphabetical knowledge, the tasks of phonological analysis and synthesis and reading of pseudowords- it had an impact on reading accuracy. In the same way, if the direct route is worked, it improves the reading speed. As for writing, stimulating phonetic spelling and spelling of contextual rules is intended to improve the writing of words. It is concluded that the intervention plan developed demonstrates the importance of working on the lexical processes of reading and the orthographic lexical of writing for the impact on written language.
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