Método Forgione como estrategia para fortalecer los procesos escriturales.

Abstract

The objective of this research was to analyze the Forgione method as a strategy to strengthen the writing processes of third grade children at the Luis Gabriel Castro School in Villa del Rosario. Methodologically, the present research is under the quantitative approach, type of descriptive research, with a cross-sectional research design The population was constituted by nine (9) teachers belonging to the institution mentioned above. A questionnaire for teachers was applied, structured by twenty nine (29) items, having as valid content verified under the judgment of (2) two experts and using the Cronbach's alpha coefficient Cronbach's alpha coefficient, obtaining as a result Rkk = 0.96 Highly reliable instrument. Students are not motivated to learn about spelling, because teachers do not stimulate them through pedagogical strategies, nor do they strive to carry out activities that motivate students. On the other hand teachers do not show pleasure when imparting their knowledge about the Spanish language, it is notable the lack of strategies at the time of executing the classes, lack of didactic material and technological tools that facilitate the development of scriptural processes.