Lectoescritura en el subnivel de educaciòn básica elemental: estudio en una aula rural Reading and writing in the sub-level of basic education: study in a rural classroom

Abstract

Talking about reading and writing is alluding to complementary processes and gradual development. Therefore, from the first years of the infant's life, inside and outside the classroom, efforts will be made to stimulate their acquisition and consolidation. In this theoretical context, the general objective of the study was to determine the level of literacy of the students of the elementary basic sublevel in the 12 de Octubre Educational Unit in the Santa Ana Canton, Manabí Province. The methodological path that was assumed was ascribed to the positivist paradigm with a quantitative approach, at a descriptive level with a non-experimental field design. The population was census, working with the 22 second grade students assigned to the aforementioned school, located in a rural area. The data collection technique was observation and as an instrument a behavioral observation guide according to the presyllabic, syllabic, syllabic-alphabetic and alphabetic levels proposed by Myriam Nemirovsky. The results were analyzed through descriptive statistics, among the most outstanding are that on average 95% of the students managed to make continuous strokes, primitive spellings, pseudo-letters, distribution of the letters typical of the presyllabic level of literacy. In addition, 77% of the students do not perform a differentiated writing, or discontinuous lines, or hypotheses of quantity or quality, coupled with the non-identification of features of linearity and otherness. It was concluded that the students are at the syllabic level of literacy.