Browsing by Author "Collahuazo Culcay, Gloria Alexandra"

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    La conciencia fonológica y su aprendizaje en la lectoescritura
    (2014) Aucapiña Guachichullca, Luisa Melania; Collahuazo Culcay, Gloria Alexandra; Carrasco Aguilar, Nancy Catalina
    This research is focused on theoretically demonstrate the importance of the development of phonological awareness for learning of literacy in children 6 to 7 years. This has a constructivist foundation of Jean Piaget, David Ausubel and Lev Vigotsky, who agree to consider the student as an active learning subject in the connection with their previous knowledge plays a vital role in reaching to build a new knowledge and it is significant for him. The main objective of this research is to provide the characteristics and the phonological awareness application as a means of the literacy development. Since the metalinguistic ability which involves words that involves understanding are made up of sound and represented by the graphemes, facilitating the development of literacy learning. Also raised some specific strategies for the development of phonological awareness, can work within the classroom to achieve success in literacy. Through the implementation of various activities that will allow students to develop dynamic and attractive also arise at the time to acquire the skills of reading and writing.
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    Leer y escribir textos argumentativos en el nivel inferencial en estudiantes de décimo año de básica
    (Universidad de Cuenca, 2024-06-24) Collahuazo Culcay, Gloria Alexandra; Guerrero Jiménez, Galo Rodrigo
    In agreement, with the latest results of the PISA Assessments carried out in 2018 and the reading and comprehension tests demonstrate the scores obtained by Ecuadorian students are clearly below those obtained by other countries in the region. Demonstrating that when students face different texts they lack reading, writing, inference skills and a lack of critical analysis. In order to search, assume common criteria and establish future educational policies, the development of reading competence becomes a predictive value of the student's academic performance and their level of competence for adult life. Currently, it is observed that classrooms have become knowledge reproducers, with activities proposed by the teacher limiting the development of reading comprehension, since knowing how to read and write is more than inferring. For this reason, a methodological proposal is executed with the implementation of action research in which it seeks to collect information from a qualitative approach. Through the implementation of a didactic sequence. It allowed the strengthening of critical thinking where the student learns to question information and identify possible fallacy biases and to assess the solidity of the evidence, also, improve argumentation skills by acquiring the ability to construct arguments with coherence, structuring logically, presenting your ideas more clearly and persuasively.