Pedagogical support to families for the care of students with reading and writing difficulties

Acompañamiento pedagógico a las familias para la atención a estudiantes con dificultades en la lectoescritura

Abstract

Learning to read and write is one of the fundamental processes during the first years of schooling. However, some students have significant difficulties in this area, which can significantly affect their academic performance. The various educational systems insist on strengthening the teaching-learning process that promotes the development of reading and writing as an essential alternative to promote cognitive processes in a logical way, in which the family has an important role. In line with this problem, the objective is formulated: to socialize a proposal of educational activities to families for their contribution to the improvement of learning difficulties in reading and writing of seventh-year students of the “Transito Amaguaña” Fiscal Educational Unit. It is a research with a mixed approach. Through surveys directed at parents and students, interviews with teachers and specialists in pedagogical support for families and others, it was found that cooperation between these educational agents has a positive impact on the reduction of reading and writing difficulties in students. The criteria issued by the specialists support the effectiveness of the research results, highlighting the need to strengthen these relationships.