Estrategia didáctica para fortalecer el proceso de lectura en los niños de 1 grado de la Institución educativa INEM sede C Bucaramanga.
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Este proyecto se llevó a cabo en el grado primero de la institución educativa INEM Custodio García Rovira sede C de la ciudad de Bucaramanga, se basó en las dificultades que presentan los estudiantes en su proceso de lectura y que continúan en los siguientes años, las cuales se ven más arraigadas luego del confinamiento por la pandemia por COVID- 19 y el mal uso de herramientas tecnológicas que en muchos casos propició el estancamiento del aprendizaje. Los niños en edad infantil basan sus conocimientos en cómo ven el mundo que los rodea y lo memorizan de acuerdo con sus intereses y necesidades. Es ahí donde el método Glen Doman entra a jugar una parte importante en el aprendizaje significativo, ya que trabaja conjuntamente los contenidos conceptuales, procedimentales y actitudinales, permitiendo asociar palabras y frases, con el diario vivir del infante, lo que facilita la adquisición de aprendizajes significativos en la lectura. Luego de un trabajo de investigación acción con observaciones directas en el ambiente escolar de esta población, donde se concluye que el método de enseñanza usado en la actualidad, es aún retrogrado y árido para los pequeños lectores, ya que no les produce ese factor sorpresa que incita y motiva a los niños al trabajo activo e interés por leer. Adicional se puede notar que los docentes no cuentan con material didáctico y lúdico suficiente para la enseñanza, lo que los vuelve monótonos y conformistas. Basándonos en que la lectura es el medio
por el cual se puede enriquecer el vocabulario, es a partir de ahí que se va a implementar estrategias que contribuyan al mejoramiento del aprendizaje de la lectura en los niños, porque de esa forma ellos puedan vencer el miedo y temor al expresarse, así mismo podrán tener buen dominio de sus emociones. El objetivo general de este proyecto está estructurado en diseñar estrategias lúdicas para el mejoramiento del proceso de lectura en los estudiantes de primero basándonos en la implementación del método Glenn Doman. Con la implementación de esta experiencia se quiere mostrar la posibilidad de combinar el método Glenn doman con diferentes estrategias lúdicas para afianzar las habilidades de lectura en los niños haciendo que este proceso sea significativo e innovador. Los resultados han sido bastantes notorios ya que a partir de las actividades los estudiantes han mostrado bastante empatía por avanzar en la lectura, disfrutan del proceso de enseñanza- aprendizaje, se interesan por el tema, han desarrollado un buen nivel de léxico y su nivel de lectura cada vez es más fluido reteniendo y logrando mejorar en comprensión lectora. También se puede agregar que ha sido de gran importancia el apoyo de la familia en esta experiencia, el interés que los niños le ponían al ver a sus padres colaborando y la satisfacción de los padres cuando ven los grandes avances de sus niños en este proceso.
This project was carried out in the first grade of the institution in the city of Bucaramanga and was based on the difficulties presented by students in their reading and writing process and that continue in the following years, which are more entrenched after the confinement by the pandemic by COVID19 and the misuse of technological tools that in many cases led to the stagnation of learning. Children base their knowledge on how they see the world around them and memorize it according to their interests and needs. This is where the Glen Doman method plays an important role in meaningful learning, since it works together conceptual, procedural and attitudinal contents, allowing the association of words and phrases with the infant's daily life, which facilitates the acquisition of meaningful learning in reading and writing. After a work of action research with direct observations in the school environment of this population, where it is concluded that the teaching method currently used is still retrograde and arid for young readers, since it does not produce that surprise factor that incites and motivates children to active work and interest in reading and writing. In addition, it can be noted that teachers do not have enough didactic and ludic material for teaching, which makes them monotonous and conformist. Based on the fact that reading and writing is the means by which vocabulary can be enriched, we will implement strategies that contribute to the improvement of reading and writing of children, because in this way they can overcome fear and fear to express themselves, and they can also have good control of their emotions. The general objective of this project is structured with an objective that consists of designing ludic activities as strategies for the improvement of the reading and writing process in first grade students based on the implementation of the Glenn Doman method. With the implementation of this experience we want to show the possibility of combining the Glenn Doman method with different playful strategies to strengthen children's reading and writing skills, making this process meaningful and innovative. The results have been quite noticeable since from the activities the students have shown great empathy to advance in reading and writing, they enjoy the teaching-learning process, they are interested in the subject, they have developed a good lexical level and their reading level is becoming more and more fluent, retaining and improving their reading comprehension and writing skills. It can also be added that the support of the family in this experience has been of great importance, the interest that the children showed in seeing their parents collaborating and the satisfaction of the parents when they see the great progress of their children in this process.
This project was carried out in the first grade of the institution in the city of Bucaramanga and was based on the difficulties presented by students in their reading and writing process and that continue in the following years, which are more entrenched after the confinement by the pandemic by COVID19 and the misuse of technological tools that in many cases led to the stagnation of learning. Children base their knowledge on how they see the world around them and memorize it according to their interests and needs. This is where the Glen Doman method plays an important role in meaningful learning, since it works together conceptual, procedural and attitudinal contents, allowing the association of words and phrases with the infant's daily life, which facilitates the acquisition of meaningful learning in reading and writing. After a work of action research with direct observations in the school environment of this population, where it is concluded that the teaching method currently used is still retrograde and arid for young readers, since it does not produce that surprise factor that incites and motivates children to active work and interest in reading and writing. In addition, it can be noted that teachers do not have enough didactic and ludic material for teaching, which makes them monotonous and conformist. Based on the fact that reading and writing is the means by which vocabulary can be enriched, we will implement strategies that contribute to the improvement of reading and writing of children, because in this way they can overcome fear and fear to express themselves, and they can also have good control of their emotions. The general objective of this project is structured with an objective that consists of designing ludic activities as strategies for the improvement of the reading and writing process in first grade students based on the implementation of the Glenn Doman method. With the implementation of this experience we want to show the possibility of combining the Glenn Doman method with different playful strategies to strengthen children's reading and writing skills, making this process meaningful and innovative. The results have been quite noticeable since from the activities the students have shown great empathy to advance in reading and writing, they enjoy the teaching-learning process, they are interested in the subject, they have developed a good lexical level and their reading level is becoming more and more fluent, retaining and improving their reading comprehension and writing skills. It can also be added that the support of the family in this experience has been of great importance, the interest that the children showed in seeing their parents collaborating and the satisfaction of the parents when they see the great progress of their children in this process.