Reading in the development of linguistic skills at the elementary level
Keywords:
elementary level, language skills, learning, linguistic skills, readingAbstract
The study aimed at reading in the development of language skills, at the elementary level of the Cinco de Mayo Educational Unit, in the 2021-2022 school year, where there was a lack of learning in the reading process due to the lack of reading skills, lack of knowledge when building syllables, reading comprehension and the lack of strategies to improve it. The methodology used was systematic, controlled, and critical research, with a field study between variables, with the analytical, synthetic and statistical method, obtaining as a result that the difficulty in learning to read is in the motivation of the child; in the disposition that the teacher assumes to teach and the behavior that the parents support the process from home, to lead to reading comprehension and the development of linguistic skills.
Downloads
References
Aguilar, M., Aisa, D., Alpat, B., Alvino, A., Ambrosi, G., Andeen, K., ... & Li, Y. (2015). Precision measurement of the proton flux in primary cosmic rays from rigidity 1 GV to 1.8 TV with the Alpha Magnetic Spectrometer on the International Space Station. Physical review letters, 114(17), 171103.
Avalos-Ramirez, R., Orlich, M., Thiel, H. J., & Becher, P. (2001). Evidence for the presence of two novel pestivirus species. Virology, 286(2), 456-465.
Bravo Valdivieso, L., Villalón, M., & Orellana, E. (2006). Differences in the predictability of reading between first year and fourth year of basic education. Psykhe (James) , 15 (1), 3-11.
Cassany, D., Vazquez-Calvo, B., Shafirova, L., & Zhang, LT (2021). 39 Speaking from didactics: communication skills. In Manual of linguistics of speech (pp. 783-804). DeGruyter.
Cuetos Vega, F. (2008). Psicología de la lectura. Las Rozas.
De Ramírez, R. A. (2000). Dificultades de aprendizaje de la lectura y la escritura. Educere, 4(11), 147-150.
Domínguez, M. (2010). Estrategias de Lectura. Cuyo: Facultad de Filosofía y Letras de la Universidad Nacional de Cuyo.
Esquivel, V.V. (2011). Literature and reading comprehension in basic education . Xlibris.
Figueroa, J., Romero, P., Alarcón, P., & Sieveking, G. Aprendiendo a leer ya escribir en tiempos de pandemia: estudio exploratorio de cápsulas videograbadas de libre acceso Learning to Read and Write in Times of Pandemic: An Exploratory Study of Freely Accessible Video-Recorded Capsules.
Flórez Romero, R., Castro Martínez, J. A., Galvis Vásquez, D. J., Acuña Beltrán, L. F., & Zea Silva, L. A. (2017). Ambientes de aprendizaje y sus mediaciones: en el contexto educativo de Bogotá.
Gallardo, B., & López, Á. (2005). Conocimiento y lenguaje. Publicacio
Goncharova, L. A. (2020). Foreign language teaching within inclusive education: innovations and prospects. International Journal of Social Sciences and Humanities, 4(2), 85–90. https://doi.org/10.29332/ijssh.v4n2.411
Hernández-Sampieri, R., Fernández Collado, C., & Baptista Lucio, P. (2018). Metodología de la investigación (Vol. 4, pp. 310-386). México: McGraw-Hill Interamericana.
Hoyos Flórez, A. M., & Gallego Betancur, T. (2017). Desarrollo de habilidades de comprensión lectora en niños y niñas de la básica primaria.
INEC (2021). Buenas cifras mejores vidas. https://www.ecuadorencifras.gob.ec/institucional/home/
Ismaili, M., & Bajrami, L. (2016). Information gap activities to enhance speaking skills of elementary level students. Procedia-Social and Behavioral Sciences, 232, 612-616. https://doi.org/10.1016/j.sbspro.2016.10.084
Jiménez, J., & O’Shanahan, I. (2008). Enseñanza de la lectura: de la teoría y la investigación a la práctica educativa. Revista iberoamericana de educación, 45(5), 1-22.
Küçüko?lu, H. (2013). Improving reading skills through effective reading strategies. Procedia-Social and Behavioral Sciences, 70, 709-714. https://doi.org/10.1016/j.sbspro.2013.01.113
Leiner, H. C., Leiner, A. L., & Dow, R. S. (1991). The human cerebro-cerebellar system: its computing, cognitive, and language skills. Behavioural brain research, 44(2), 113-128. https://doi.org/10.1016/S0166-4328(05)80016-6
Lin, Y. G., McKeachie, W. J., & Kim, Y. C. (2003). College student intrinsic and/or extrinsic motivation and learning. Learning and individual differences, 13(3), 251-258. https://doi.org/10.1016/S1041-6080(02)00092-4
Makuc, M. (2020). Teorías implícitas de los estudiantes sobre comprensión de textos: Avances y principales desafíos de investigación en la formación inicial de profesores y otras disciplinas1. Sophia Austral, (25), 71-92.
McGill, M. E., Slocum Jr, J. W., & Lei, D. (1992). Management practices in learning organizations. Organizational dynamics, 21(1), 5-17. https://doi.org/10.1016/0090-2616(92)90082-X
Moreno Sánchez, E., Coronel Llamas, JM, & Carrasco Macías, MJ (2012). Overcoming Obstacles and Problems: a Multicase Study of Women Principals, Leadership Policies and Management for School Improvement . Ministry of Education.
Noble, C., Sala, G., Peter, M., Lingwood, J., Rowland, C., Gobet, F., & Pine, J. (2019). The impact of shared book reading on children's language skills: A meta-analysis. Educational Research Review, 28, 100290. https://doi.org/10.1016/j.edurev.2019.100290
Pérez, J. R. G., Pardo, J. R., & Miguel, E. S. (2010). La lectura en el aula.: Qué se hace, qué se debe hacer y qué se puede hacer (Vol. 27). Graó.
Price, C. J., & Mechelli, A. (2005). Reading and reading disturbance. Current opinion in neurobiology, 15(2), 231-238. https://doi.org/10.1016/j.conb.2005.03.003
Rivera, E. M. C., Puente, S. M., & Calderón, L. A. R. (2020). Diseño y aplicación de estrategias metacognitivas para mejorar la comprensión lectora en estudiantes de secundaria. Ciencias Sociales y Educación, 9(17), 203-231.
Rodríguez Sánchez, Y., Rodríguez Pérez, O., & García Navarro, X. (2018). La lectura globalizada como método de aprendizaje de la lectoescritura en niños con trastorno del espectro del autismo. Una alternativa para la inclusión. Conrado, 14(63), 274-278.
Rubi-Fessen, I., Hartmann, A., Huber, W., Fimm, B., Rommel, T., Thiel, A., & Heiss, W. D. (2015). Add-on effects of repetitive transcranial magnetic stimulation on subacute aphasia therapy: enhanced improvement of functional communication and basic linguistic skills. A randomized controlled study. Archives of physical medicine and rehabilitation, 96(11), 1935-1944.https://doi.org/10.1016/j.apmr.2015.06.017
Solé, I. (1998). Las enseñanzas de estrategias de comprensión lectora. Barcelona: Graó.
Toala-Díaz, C. J., & Muñoz-Ponce, H. J. (2022). The reading level in the cognitive development of the students of the upper basic. International Journal of Social Sciences and Humanities, 6(2). https://doi.org/10.53730/ijssh.v6n2.10107
Vázquez, B., & Casay, D. (2021). El hablar desde la didáctica: las destrezas comunicativas.
Vukovic, R. K., & Lesaux, N. K. (2013). The relationship between linguistic skills and arithmetic knowledge. Learning and Individual Differences, 23, 87-91. https://doi.org/10.1016/j.lindif.2012.10.007
Zhu, X., & Lee, C. (2008). Walkability and safety around elementary schools: Economic and ethnic disparities. American journal of preventive medicine, 34(4), 282-290. https://doi.org/10.1016/j.amepre.2008.01.024
Published
How to Cite
Issue
Section
Copyright (c) 2022 International journal of linguistics, literature and culture
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Articles published in the International Journal of Linguistics, Literature and Culture (IJLLC) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant IJLLC right of first publication under CC BY-NC-ND 4.0. Users have the right to read, download, copy, distribute, print, search, or link to the full texts of articles in this journal, and to use them for any other lawful purpose.
Articles published in IJLLC can be copied, communicated and shared in their published form for non-commercial purposes provided full attribution is given to the author and the journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
This copyright notice applies to articles published in IJLLC volumes 6 onwards. Please read about the copyright notices for previous volumes under Journal History.
