Psychopedagogical intervention in linguistic skills for learning reading and writing in Basic Education students

Abstract

Psychopedagogical support is important for schoolchildren who have difficulties in their learning process, especially in reading and writing. The objective of this work was to demonstrate the effectiveness of psychopedagogical intervention in Basic Education students. We worked with a quantitative, pre-experimental and predictive scope approach using pre and post tests in an experimental group. The instrument used was the predictive test for reading and writing difficulties by Fernando Cuetos. The units of analysis were students from different schools in the province of Imbabura who had been reported with learning difficulties. The findings showed that, when comparing the performance of the pretest with the posttest, the improvement in literacy skills such as: phoneme discrimination, syllable segmentation, phoneme identification, pseudoword repetition, digit repetition and verbal fluency, were significant. , that is, there was evidence of the effectiveness of the intervention. It was concluded that the work of early identification of students with learning difficulties is essential for the psychopedagogical intervention to have better results. Finally, a limitation that was found was the irregularity in the attendance of the students in compliance with the programmed intervention plan. ; This affected the follow-up work and may be an intervening variable that affects the results of the study.

Keywords: Corrective teaching, teaching reading, teaching writing, learning to read and write, psychopedagogical intervention.