Índices de las dificultades de escritura desde una perspectiva fonoaudiológica en niños de cuarto de primaria de una institución educativa pública.

Abstract

INTRODUCTION: The acquisition of written language is essential for the development of learning, understood as a complex task that involves various mental processes, which is why it is common for children in the primary stage to experience difficulties. METHODS: It is a descriptive quantitative study, where ITG fourth grade students participated; of groups A and B morning shift; who were evaluated with the PROESC battery. RESULTS: Obtained from the 35 evaluated students who were subsequently analyzed using the SPSS version 20.0 program. Where the difficulties and level obtained in each of the dimensions evaluated by the PROESC battery are evidenced. ANALYSIS AND DISCUSSION: Difficulties in the development of the skills of; phonological awareness, the phonological route and the lexical route, which is why the timely intervention of the speech therapist is necessary, who through the application of techniques of therapeutics constitutes an important support for overcoming difficulties in writing schoolchildren who suffer from them. CONCLUSIONS: It is necessary to develop and implement intervention strategies, with the aim of achieving favorable changes in the difficulties encountered, in the population under study, from the work of the Speech Therapy professional.