Habilidades psicolingüísticas y fracaso escolar de los estudiantes no promovidos en el periodo académico 2017 de una institución pública de Norte de Santander.

Abstract

INTRODUCTION: The aim of this article is to determine the relationship between psycholinguistic abilities and the school failure of the non-promoted students of the 2017 period of a public institution in the north of Santander. METHODS: Investigation of a quantitative, descriptive, cross-sectional nature and analysis of multiple correspondence. With respect to the variables, a sample of 40 students was obtained in ages between 6 and 18 years. The evaluation process was carried out through the Illinois test of psycholinguistic skills. RESULTS: They are presented in two directions, the first one gives an account of the behavior of the psycholinguistic abilities in the population selected for the study and the second one gives an account of the crossing of the results of the association between the variables of psycholinguistic abilities and failure. The specific components that presented the greatest difficulty were phonetics, morphosyntax and comprehension. In the Global Component presented greater difficulty, oral language. The loss of the year is very little associated with psycholinguistic abilities, that is, there is no causality. ANALYSIS AND DISCUSSION: The heterogeneity between oral and written language is correlated with the teaching method established in the institutions for the development of these skills. At least for the practical purposes of this research, an association can not be established at least statistically and significantly between profiles and deficient markers between markers of psycholinguistic abilities versus school failure. CONCLUSIONS: One of the possible solutions to adequately respond to the objective of the research is to expand the sample group.