Propuesta metodológica basada en el arte para abordar el proceso de lectoescritura en niños con diagnóstico de dislexia en el subnivel de tercero de educación general básica.

Abstract

The objective of this thesis was to propose methodological strategies based on art to address the process of reading and writing in children diagnosed with Dyslexia. The methodological proposal arose when identifying that a student from the Basic General Education Third Party with a diagnosis of dyslexia did not manage to comprehensively build their reading and writing process, according to their school level and development level. Therefore, it was considered important to build and work on methodologies strategies within the classroom that strengthen the skills, competences and skills that allow the child to effectively build their literacy process. The methodological approach that was used in the research project was qualitative, by means of which it was possible to identify the problems and needs that revolve around the research. The technique used to collect the information was the semi-structured interview, which was applied to teachers of the Basic Education Third Level and to DECE professionals from the Particular Bilingual Liceo Panamericano Educational Unit, from which the results obtained were obtained. considers art as a methodological strategy but does not include it within the class plans of the area of language and literature, so this work will help the educational community to implement artistic activities that will reinforce literacy processes.