Factores Cognitivos que intervienen en el proceso de aprendizaje de la lectoescritura caso: estudiantes de aula de Apoyo Pedagógico del Colegio Técnico la Presentación, Pamplona Norte de Santander, año 2022-1.

Abstract

This degree work was under the research modality, its purpose is to specify the problems of literacy and the involvement that it has in school performance. The general objective was to determine the cognitive factors that intervene in the learning process of reading and writing in the students of the Pedagogical Support Classroom of the La Presentation Technical College, Pamplona Norte de Santander, year 2022-1. The specific objectives: a) Identify how is the process of reading and writing in the students in the Pedagogical Support Classroom, b) analyze the poor performance of the students who belong to the Pedagogical Support Classroom, c) develop strategies for educational intervention in the Pedagogical Support Classroom. A study was carried out under the qualitative approach, with the participatory action research method. The following data collection techniques were used: observation, survey, interview and workshop. The instruments were: field diary, questionnaire, interview guide and educational activities. The phases that led the research process: a) build a group, b) diagnosis, c) action plan, d) observation and e) reflection. The key informants are: students, teachers and parents. The main results were: the difficulties presented by each student were evidenced, likewise, the causes of poor academic performance were reflected. It was concluded: a) that it was necessary to implement new strategies in this group, b) to know the point of view of each parent according to the process of reading and writing in the students.