Cuando los padres se vinculan al proceso de aprendizaje de la lectura-escritura de sus hijos

Abstract

This research arose from the concern of a group of teachers from the Compartir Recuerdo Sede B District Educational Institution, regarding the difficulties that third grade students present in their reading and writing processes as part of their communicative skills. The foregoing, taking into account that when faced with reading, children do not vocalize well, they do not manage an adequate voice timbre, they read in a syllabic way, losing the thread of the readings, which leads to a lack of understanding of the texts. In the same way, regarding writing, there are difficulties related to the lack of command of the line, adequate separation of words, transcription of texts correctly and the lack of development of fine motor skills that is so important for writing. In accordance with the above, the initiative arose to design and implement a series of pedagogical strategies with the aim of improving and strengthening the literacy processes of children with different activities that included parents, since these are agents that form children who They not only represent the generations of the future but also those of the present, generating spaces in which both adults and children can enjoy the actions carried out. The investigative study is of a qualitative nature because human behaviors are studied specifically of children and their parents in search of the transformation of a reality, the design is of Participatory Action Research (IAP) taken up from the approach of Fals Borda as a precursor of this approach. With the implementation of the different pedagogical actions, it was shown that by involving parents in strengthening the reading and writing processes of children through parent workshops and family visits to the library, the results are favorable, helping children write and read better and optimize their learning in other areas of knowledge.