Diseño, desarrollo y evaluación de un programa de acceso a la lectoescritura para el alumnado con graves problemas de aprendizaje

Resumen

ABSTRACT The command of reading and writing is an essential tool to access to knowledge and facilitates the communicative exchange in the students' social and school environment. Reading-writing learning means the development of a fundamental skill, since, as we can check every day, knowledge is transmitted in a written way; therefore, any problems in its access complicates in a very decisive way the comprehension of information and the acquisition of knowledge in other areas. Given its importance, educative intervention must be leaded to minimize those problems, avoiding the development of a stronger and stronger curricular mismatch. This work comes up by the necessity of reducing, among the participants, the effects that the lack of reading-writing acquisition involves for the achievement of the objectives included in Primary Education, using a different methodology than the one that had been used until now. Thus, the aim of the work was to design, implement and evaluate, in a continuous manner, a general programme of access to reading-writing skills. It is addressed to a limited number of students that present serious learning problems. For this purpose the study of individual cases was combined with the evaluative investigation in the research, within the framework of research-action methodologies, using a holistic approach with a combination of different methods and techniques for the decision making and aimed at learning improvement. This study covered three particular situations in order to understand them in depth and be able to understand and interpret the singularity of each student. Each case was defined by its annotations and was not chosen by their representation, but by the interest roused by their improvement of reading-writing skills. The research starts with a revision of the methods of access to reading-writing from the neuro-perceptive- motor point of view to the current trends in favour of psycholinguistic models, considering the previous conditions for their access, where the phonological consciousness plays a main predictive role. That is why the importance of the preparation for reading or emerging literacy is prioritized, taking into account the current trends about its development with a compensating purpose. The programme was valued by the tutors with an average scoring placed between high and very high, and the best evaluated was the structure of the programme, followed by the utility of it and its viability. Thus, we could then confirm the suitability of the programme to respond to the reading-writing access problems of certain students. Besides, the programme permitted the access to reading-writing, as well as the participation of both tutors and parents, creating a collaboration and compromise environment which facilitates their development and the achievement of the proposed objectives. This research concludes supporting the fact that the intervention in phonological consciousness and language, previously preparing those students in the skills that favour their access, gets positive results in the beginning of the reading-writing process. These results confirm the different explicative investigations about the factors that develop it. KEY WORDS: reading-writing process, phonological consciousness, linguistic competence.