Aplicación del método Matte como estrategia para el fortalecimiento del proceso lector en el grado primero en una institución educativa
Textual and objective typology. This research article aims to present the application of the Matte method for learning to read and write, as a strategy to strengthen these competences in students who start the school year. Based on the postulates of Emilia Ferreiro on the learning of literacy and th...
- Autores:
-
Gómez Barahona, Nury Rocío
Acebedo Afanador, Manuel José
- Tipo de recurso:
- Fecha de publicación:
- 2017
- Institución:
- Universidad Santo Tomás
- Repositorio:
- Repositorio Institucional USTA
- Idioma:
- spa
- OAI Identifier:
- oai:repository.usta.edu.co:11634/35943
- Acceso en línea:
- http://revistas.ustabuca.edu.co/index.php/ESPIRAL/article/view/2005
http://hdl.handle.net/11634/35943
- Palabra clave:
- Rights
- License
- Derechos de autor 2018 Espiral, Revista de Docencia e Investigación
| Summary: | Textual and objective typology. This research article aims to present the application of the Matte method for learning to read and write, as a strategy to strengthen these competences in students who start the school year. Based on the postulates of Emilia Ferreiro on the learning of literacy and the contributions of Claudio Matte creator of the method, we tried to reorient the literacy process to overcome the mechanistic tendency, with the design of a contextualized proposal, which required the adjustment of strategies and pedagogical resources necessary for its implementation.Methodology. The research was conducted with first grade students in an official educational institution, under the action research methodology, organized in four phases: the contextualization -in which actor characterization tasks were carried out-, the implementation -in which design, adaptation and application of strategies and resources for learning were carried out-, as well as guidance to parents, which were harmonized with regulatory and institutional requirements.The reflection phase allowed the recording of pertinent information for feedback in the pedagogical journals and the assessment phase was developed transversally with a “timeless” implication.Results and conclusion. The effectiveness of the method is demonstrated by low levels of failure at school and the contributions identified in each category of analysis. Finally, some limitations were found, such as the lack of commitment of some parents, in the accompaniment of complementary learning activities and in the formation of appropriate habits. |
|---|