La enseñanza multinivel como estrategtia didáctica inclusiva, para la mejora de las lectoescritura desde los diferentes estilos de aprendizaje de los estudiantes de quinto año de la Unidad Educativa Dr. Ernesto A. Castro

Abstract

The present study starts from the problems detected in the 9 and 10-year-old children of the Dr. Ernesto A. Castro Educational Unit of the Salvias parish, where students present difficulties in reading and writing, which affects their academic performance and psychosocial development. One of the causes is perhaps due to the fact that the methodological strategies used by teachers do not respond to the different learning styles that students have according to diversity. Hence the objective of the research that is related to proposing activities, based on multilevel teaching as an inclusive didactic strategy, that contribute to the improvement of literacy in the subject Language and Literature from the different learning styles of the students was born. fifth year of the Educational Unit “Dr. Ernesto A. Castro”. The research variables were approached from the analysis of important bibliography: literacy (Ausubel, 1983; Alata, 2015; Cárdenas, 2016; Pérez, 2019) and learning styles (Arroyo, 2017; Palma, 2017; García- Allen, 2018; García, 2019). The focus of the study is qualitative and it was worked through the action research methodology. The research development passed through different phases, assuming those proposed by Latorre (2005). The unit of analysis was 19 students and the fifth year teacher. The techniques used were the survey, the interview, the documentary analysis and the triangulation of data. Various barriers were identified from the investigative work: there is no face-toface attendance to classes, students who do not have technological resources, the teacher does not use strategies that respond to learning styles. Based on that, multilevel teaching is proposed.