G-LEARNING COMO ESTRATEGIA METODOLÓGICA PARA CORREGIR DIFICULTADES DE LECTURA EN NIÑOS DE ETAPA ESCOLAR, ECUADOR

Abstract

From the problem detected by students in pre-professional practices of the clinical psychology career of the Universidad Técnica de Manabí, carried out in an educational unit of the Cantón Portoviejo was observed children who presented reading difficulties, the study was developed through the approach mixed. The population that was delimited is of ten students who are intervened with Scale Wechsler of Intelligence to discard or to confirm the existence of marginal or bordering intelligence and mental deficiency. After a WISC-IV diagnosis was ruled out, the Neuropsychological Assessment Battery was applied in a first time (pre-test), which projected results well below the expected average in reading, comprehension and speed reading skills Of children, this is why it was decided to intervene students with a learning technique based on games that enhance reading skills, syllable recognition and construction, phonological awareness and logical coherence. Subsequently, the short-term post-test is applied with improved results in all indicators, showing a better performance of the study subjects in the implicit learning of reading techniques.