El método ORFF como estrategia para fortalecer el proceso lectoescritor en niños de seis a siete años con Trastorno de Déficit de Atención (TDA).

Abstract

Attention Deficit Disorder (ADD) is no longer an uncommon term in the educational context. It can be defined as a condition that makes it difficult for an individual to concentrate, organize, or control their impulses, making it difficult to maintain attention on any given activity. In the case of a student, this condition promotes a lack of interest in classroom activities. In the first level of compulsory education, transcendent processes in the life of the student or child develop. These involve two macroskills: reading and writing, which are integrated with other skills such as speaking and active listening into an integrative whole called literacy. It is in the area of Language and Literature where these macroskills converge and are developed with emphasis; this does not mean that reading and writing processes and the other macroskills are not worked on in the other curricular areas. For this reason, it is essential to use tools that guarantee educational inclusion and, above all, that respond to each of the needs of students in the first level of compulsory education. Therefore, this proposal proposes the use of an active musical method that involves rhythm, sound, music, and movement as elements that can strengthen students' attention, memory, and concentration skills, with the goal of achieving better academic performance and a greater level of autonomy in their daily lives. This method is the ORFF method.