La mejora de la lectoescritura de los estudiantes de la básica superior desde un enfoque inclusivo.

Abstract

The reading and writing skills taught by traditional education have great limitations for the development of reading skills in students. This is a difficulty that is constantly present in the classrooms, which prevents the learning of reading and writing, making the learning process in all areas of knowledge difficult for students in the tenth year of the "Hermano Miguel" General Basic Education School in the canton of Sígsig in the province of Azuay. The present research identifies the levels of reading and writing developed by students and the difficulties evidenced in this process, in correspondence an intervention plan is proposed for its improvement from the inclusive approach. The Methodological Design of the research was developed from the qualitative paradigm with the action research methodology; the study population was 22 adolescents and 7 teachers; the techniques used to obtain the information from the students were the interview, self-evaluation and instruments to evaluate reading and writing; while with the teachers a survey and an interview were applied. One of the most important results of this research is the lack of knowledge and application of inclusive strategies of teachers in the development of reading and writing and as a consequence, students in Tenth Grade have difficulty in the development of the inferential, critical level and demonstrate disorders in reading and writing. The proposal for intervention, which was designed and validated by experts, is aimed at improving reading and writing skills by applying the Universal Learning Design and the Integrated Pedagogical Model of Verbal Communication Skills.