El juego como estrategia para la intervención de la disgrafia y la dislexia en el proceso de aprendizaje lecto-escritor con estudiantes de grado cuarto y preescolar en el Centro Educativo Rural Guayabales, Pamplonita, 2023-1.

Abstract

In this research, the analysis of different games and methodologies that allow the intervention of dyslexia and dysgraphia was carried out, identifying the aspects that affect the reading-writing process. The general objective of the research was: Propose the Game as a Strategy for the Intervention of Dysgraphia and Dyslexia in the Reading-Writer Learning Process with Fourth Grade and Preschool Students at the Guayabales Rural Educational Center, Pamplonita, 2023-1. Specific objectives: A study was carried out under the qualitative approach, with the case study method. The following data collection techniques were used: observation and test. The instruments were: the TALE test and the graph motor test. The phases that led to the research process: a) Identification of the problem, b) Analysis of methodology, c) Identification of cases, d) Application of diagnosis, and e) Execution of the proposal. The key informants were the teacher facilitator and the children. The main results were: Significant progress in the writing process, recognition of letters and words that allows the reading-writing process. It was concluded that: a) Personalized work is essential for the adequate development of teaching-learning and b) The game is a method that allows the child to easily remember the learned processes.