Estrategias didácticas para el aprendizaje de la lecto escritura en segundo año de educación básica

Abstract

Abstract: Within the investigative process carried out, it was possible to make a substantiation theory of the teaching-learning process within the area of ​​reading and writing, which It was complemented with the diagnosis to evaluate the development of reading and writing. In Regarding the results obtained from the analysis process carried out, the lack of didactic strategies at the time of executing the teaching process by of the teachers of the second grade level of Basic General Education; interrupting the learning process in the student, without theoretical, experimental and interactive that facilitate such acquisition of knowledge, related in this case to the literacy process and a guide of didactic strategies that allow make flexible and innovate the way in which knowledge is imparted by teachers within the area of ​​reading and writing; based on theories of meaningful learning and theory constructivist; thus allowing the student to experience, observe and put the activities into practice, thus allowing the student to restructure knowledge and consolidate knowledge under an own and analytical understanding.