Propuesta de estrategias lúdicas para mejorar el proceso de lectura y escritura en estudiantes de segundo de Educación Básica Elemental.

Abstract

This research is about the Proposal of a reinforcement program with playful strategies to improve the reading-writing process in the second-year students of Basic General Education of the "Unidad Educativa Nueva California", since these two processes are essential in the school stage, skills that after the health emergency that the country suffered due to COVID-19, caused many students who will currently have learning difficulties in these activities, disinterest, and academic gaps when carrying out the literacy process in the classroom, according to UNESCO if This situation is not corrected, from the beginning of this reading and writing process, there is a risk that a conformist and submissive society will be generated, for not accessing the levels of information and knowledge management necessary for its progress. This work was done in two parallels, a qualitative-quantitative methodology was used, and with this three instruments were applied, the survey, the interview and the observation sheet to gather information with parents, teachers and managers of the Institution. When doing the analysis, it was found that these two processes are essential in the school stage, so it is convenient to develop and improve the reading-writing process, through playful strategies, which is the proposal, which will make the student feel the desire to learn, in a fun and creative way so that they see reading and writing as significant learning, but rather that they feel safe when it comes to expressing all the knowledge acquired through reading and writing. And that both parents and teachers should improve their literacy work strategies and computer skills to guide students in the process.