Fortalecimiento de la lectura y escritura en el aprendizaje mediante juegos didácticos en grado tercero de la institución educativa Pedro Vicente Abadía del municipio de Guacarí.

Abstract

The development of skills in the educational field is subject to permanent evaluation through internal and external standardized tests, to guarantee improvement actions conducive to forming whole beings that can function effectively in various fields of action, where communication skills are a key factor for personal success and professional in which it corresponds to interact. Given this, recent studies against the results of the SABER tests come demonstrating marked deficiencies in the dimensions of reading and writing, at all levels training, a situation that must be intervened from the first grades of schooling. Is For this reason, this project addresses the strengthening of reading and writing in the learning through didactic games, given that the research teachers tend to change this reality in the third grade at the Pedro Vicente Abadía Educational Institution, located in the municipality of San Juan Bautista de Guacarí. Population targeted for said intervention, since, prior diagnosis, problem situations were identified during the writing exercises, such as spelling deficiency, poorly legible handwriting, poor use punctuation marks, lack of textual cohesion and grammatical incoherence; shortcomings that they also become evident when approaching oral reading. These situations led to design the strategy: "Reading and writing, with educational games, is a whole adventure”, made up of a set of innovative pedagogical activities mediated by the didactic game, which according to the results obtained shows the impact generated in the problematic, since significant advances are recorded in the shortcomings found. Thus, this research exercise contributes to the improvement of quality educational in the academic aspect, also contributes to the reflection to re-invest and re-create the teaching task through the redefinition of pedagogical practices in the framework of didactic innovation, particularly in the strengthening of reading and writing processes of boys and girls, which should be addressed as cross-cutting axes in the foundation, appropriation and development of practical activities in all areas of the knowledge, integrated from common elements present in sociocultural diversity present at school and in the real context. The mediation of learning through play didactic allows a change of perspective in front of the reading and the writing that so much students as teachers have in front of them, thus contributing to the achievement of the standards of basic skills in each area, conceiving a change from the difficult and monotonous to the easy and funny