Browsing by Author "Alcivar Huto, Jhoana Lisbeth"

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    “Factores que inciden en el desarrollo de la dislexia en primero de preparatoria”
    (Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2024-08) Alcivar Huto, Jhoana Lisbeth; Cañizares Vascones, Lorena Aracely
    Currently, dyslexia is a learning disorder that affects the ability to read and write, and can have a significant impact on the academic performance of children, in the context of high school education, it is crucial to identify and understand the factors that contribute to the development of dyslexia in order to implement strategies that can mitigate its effects and improve the learning process, So, to solve the problem it was proposed to identify the factors that influence the development of dyslexia in first year high school students of the “A” parallel of the Educational Unit “Manuela Sáenz de Aizpuru D7”, Therefore, the methodology used was characterized by a qualitative approach, using an inductive-deductive method, the design of the bibliographic and field research also the descriptive type of research, in turn were implemented interview technique to the teacher using a guide of questions also used the technique of observation directed to the students of first year of high school from 5 to 6 years of age. The results revealed that factors such as lack of early stimulation, deficiencies in the teaching of reading and writing at earlier stages, emotional problems and unfavorable educational environments contribute to the development of dyslexia, and that lack of teacher training and lack of adequate resources aggravate this problem, It was concluded that the development of dyslexia in first year high school students is influenced by a combination of internal and external factors, including the educational environment and previous preparation. In order to reduce the incidence of dyslexia and its effects on academic performance, it is essential to improve teacher training and provide adequate educational resources, as well as a comprehensive approach that considers both cognitive and emotional aspects of children.