LOS TRASTORNOS DE LA DISORTOGRAFÍA EN EL APRENDIZAJE VIRTUAL DE LOS ESTUDIANTES DE 4TO AÑO DE LA UNIDAD EDUCATIVA FISCAL BABAHOYO DEL SITIO LA MOCORA, VÍA SANTA ANA DE LA PARROQUIA COLÓN.

Abstract

Due to the Covid-19 pandemic, education underwent a great change, and that is that the face-to-face modality was replaced by the virtual one to safeguard the health of all members of the educational communities. That is why the protagonists of the educational process had to adapt to this new modality. During the school year, teachers observed that a certain group of students had learning problems, which was related to grammar, that is, they suffered from dysorthography, which is the difficulty they have to understand spelling rules, which It causes mistakes in writing such as phoneme and grapheme confusion, literal problems, poor reading, omission of letters when writing, poor vocabulary and poor writing. Therefore, this research proposed as an objective: to implement a manual of didactic strategies that contributes to improving the virtual learning of 4th year students with dysorthographic disorders in the Babahoyo Fiscal Educational Unit of Sitio la Mocora, via Santa Ana de la parroquia Colon. The study was approached according to the inductive-deductive, descriptive, bibliographic and statistical descriptive methods. The techniques used were the survey made to the teachers, the observation made to the 4th year students and the interview used with the rector of the institution. The results show that virtual teaching modality disadvantages the work of teachers in the treatment of dysorthography disorder in students during classes.