Citas bibligráficas
Fernández, Á., Vela, D. (2017). Estudio de caso de dos estudiantes de Tercer y Cuarto grado de primaria, con dificultades en los Procesos Léxicos y Sintácticos de la Lectura y Léxico-Ortográficos de la Escritura de una institución privada [Tesis, Universidad Marcelino Champagnat]. https://hdl.handle.net/20.500.14231/432
Fernández, Á., Vela, D. Estudio de caso de dos estudiantes de Tercer y Cuarto grado de primaria, con dificultades en los Procesos Léxicos y Sintácticos de la Lectura y Léxico-Ortográficos de la Escritura de una institución privada [Tesis]. PE: Universidad Marcelino Champagnat; 2017. https://hdl.handle.net/20.500.14231/432
@mastersthesis{renati/802579,
title = "Estudio de caso de dos estudiantes de Tercer y Cuarto grado de primaria, con dificultades en los Procesos Léxicos y Sintácticos de la Lectura y Léxico-Ortográficos de la Escritura de una institución privada",
author = "Vela Bravo, Denicsa Olinda",
publisher = "Universidad Marcelino Champagnat",
year = "2017"
}
The following research had as a goal to evaluate the cognitive processes of the reading and writing skills and to design an intervention plan among learning difficulties because of a deficit in the previously named skills. It was a multiple case study design. The subjects involved were students from third and fourth of primary of a private school located in the district of La Molina who presented difficulties in their reading and writing skills. The instruments that were used in the evaluation are: Exercises to evaluate writing processes (PROESC); Exercises to evaluate reading processes (PROLEC R); Writing performance Test (PRO); Reading Comprehension Evaluation (ECLEC). Instructive, game and metacognitive techniques were used during the intervention program. We found difficulties in lexical and syntactic processes of reading and lexical orthographic of writing and motors lexical orthographic, syntactic and semantic process of writing. We can conclude that the techniques that were employed in the reading and writing cognitive processes intervention favor significantly the reading precision, fluency and speed, as well as proper spelling and punctuation.
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