Estrategias de mediación lectora para los niveles iniciales de escolaridad
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Archivos
Fecha
2022
Autores
Profesor/a Guía
Facultad/escuela
Idioma
es
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
La implementación de estrategias de mediación lectora en los primeros
años de escolaridad facilita que los alumnos fortalezcan habilidades de acceso
para el mundo letrado, a la identificación con él, al desarrollo de los procesos de
escuchar, hablar, leer y escribir, que facilitan la comunicación con su entorno
cultural y social, gran desafío de enseñanza para las docentes de primero y
segundo básico, porque deberán poner en marcha innovaciones didácticas de
enseñanza, para que los alumnos adquieran habilidades de lecto escritura y el
gusto por la lectura, por ende, ambas profesionales se deberán posicionar en su
rol educativos como agentes de fomento lector activos participativos. Esto implica
reconocer que no hay razones para que este grupo de alumnos no aprenda a leer,
escribir, comprender y dialogar en forma competente. Por lo tanto, vista esta
situación, nace mi proyecto de innovación de buscar remediales frente a este
escenario, que tienen por objetivos, sensibilizar a las docentes de este ciclo para
que realicen actividades para el desarrollo lector escritor, para que consideren que
es una herramienta útil para dar significado al mundo que rodea al alumno y
asumiendo que son agentes significativos para el logro de los objetivos que se
persiguen. Para obtener los antecedentes iniciales de esta problemática, se
realizaron observaciones directas e indirectas, conversaciones informales con las
docentes del nivel, con el equipo de inclusión, con los alumnos, la bibliotecaria y la
Coordinadora Técnica.
Finalmente, el presente proyecto se desarrolló por capítulos, iniciando con la
propuesta, en la que se encuentra el objetivo general y sus etapas interrelacionadas,
para continuar con la fundamentación teórica, prosiguiendo con la planificación -
evaluación, finalizando con las conclusiones, referencias bibliográficas y los anexos
de respaldo.
The implementation of reading mediation strategies in the first years of schooling allows students to acquire access skills for the literate world, to identify with it, to develop the processes of listening, speaking, reading and writing, which facilitate communication. with its cultural and social environment, a great teaching challenge for first and second grade teachers, because they must implement didactic teaching innovations, so that students acquire literacy skills and a taste for reading, therefore both professionals they should position themselves in their educational role as active participatory reader promotion agents. This implies recognizing that there is no reason why this group of students should not learn to read, write, understand and dialogue competently. Therefore, given this situation, my research action was born to seek remedies against this scenario, whose objectives are to sensitize the teachers of this cycle so that they carry out activities for the reader-writer development, so that they consider that it is a useful tool. to give meaning to the world that surrounds the student and assuming that they are significant agents for the achievement of the objectives that are pursued. To obtain the initial background of this problem, direct and indirect quantitative and qualitative observations were made, informal conversations with the teachers of the level, with the inclusion team, with the students, the librarian and the Technical Coordinator. Finally, this project was developed by chapters, beginning with the proposal, in which the general objective and its interrelated stages are found, to continue with the theoretical foundation, continuing with the planning - evaluation, ending with the conclusions, bibliographical references and supporting attachments.
The implementation of reading mediation strategies in the first years of schooling allows students to acquire access skills for the literate world, to identify with it, to develop the processes of listening, speaking, reading and writing, which facilitate communication. with its cultural and social environment, a great teaching challenge for first and second grade teachers, because they must implement didactic teaching innovations, so that students acquire literacy skills and a taste for reading, therefore both professionals they should position themselves in their educational role as active participatory reader promotion agents. This implies recognizing that there is no reason why this group of students should not learn to read, write, understand and dialogue competently. Therefore, given this situation, my research action was born to seek remedies against this scenario, whose objectives are to sensitize the teachers of this cycle so that they carry out activities for the reader-writer development, so that they consider that it is a useful tool. to give meaning to the world that surrounds the student and assuming that they are significant agents for the achievement of the objectives that are pursued. To obtain the initial background of this problem, direct and indirect quantitative and qualitative observations were made, informal conversations with the teachers of the level, with the inclusion team, with the students, the librarian and the Technical Coordinator. Finally, this project was developed by chapters, beginning with the proposal, in which the general objective and its interrelated stages are found, to continue with the theoretical foundation, continuing with the planning - evaluation, ending with the conclusions, bibliographical references and supporting attachments.
Notas
Tesis (Magíster en Educación Inicial Mención Didáctica de las Matemáticas y el Lenguaje)
Palabras clave
Comprensión de Lectura, Estrategias de Enseñanza, Enseñanza Básica