Programa de respuesta a la intervención en lectura y escritura "Leamos juntos" : Ejemplo de colaboración entre institutos de investigación, universidad y escuelas

Detalles Bibliográficos
Publicado en:	Congreso Internacional de Investigación (5 : 2015 : La Plata) - [Actas] - . La Plata : Universidad Nacional de La Plata. Facultad de Psicología, 2015
Autor Principal:	Borzone, Ana María
Otros autores o Colaboradores:	Marder, Sandra Esther
Formato:	Documento de evento
Temas:	Fracaso Lectura Escritura Intervención Failure Reading Writing Intervention
Acceso en línea:	https://www.memoria.fahce.unlp.edu.ar/trab_eventos/ev.12380/ev.12380.pdf https://libros.unlp.edu.ar/index.php/unlp/catalog/book/522
Resumen:	Durante más de cuarenta años se atribuyó el fracaso escolar y las dificultades para aprender a leer y a escribir que se observa particularmente en los niños de sectores desfavorecidos a diversos factores asociados al niño y a su entorno familiar. Los niños de sectores medios y altos ingresan al proceso de alfabetización tempranamente a través de las actividades que realizan con sus padres mientras que los niños de sectores desfavorecidos tienen pocas oportunidades de interactuar con la escritura fuera del ámbito escolar (Piacente, Marder, Resches, Ledesma, 2006). Sin embargo, experiencias realizadas en nuestro medio, muestran que aún los niños de 5 años en situación de riesgo por pobreza, pueden aprender a leer y a escribir en español cuando cuentan con una intervención adecuada y sistemática (Borzone, 1994; Marder, 2011, 2012). Por lo que es posible atribuir el fracaso a una enseñanza deficitaria, no sistemática y no fundamentada en la investigación. Con el objeto de superar esta falencia, se elaboró el programa "Leamos juntos" (Borzone, Marder & Sánchez, 2015) que comprende un cuadernillo para el alumno con 50 secuencias didácticas y una guía para docentes. Se fundamenta desde el paradigma cognitivo, sociohistórico y sociocultural (Vigotsky, 1964; Bruner, 1988; Rogoff, 1993). Dicho programa, que forma parte de un proyecto de investigación del Conicet, CIC y UNLP ha sido implementado por agentes de los equipos de orientación de las escuelas, que trabajaron con 100 niños de primer ciclo de enseñanza primaria que presentaban desfasaje en su desempeño en lectura y escritura de palabras en tres escuelas públicas de la ciudad de La Plata. (Resumen parcial) For more than forty years the failing performance at school and the difficulties present in the reading and writing processes observed mainly in disadvantaged children have been attributed to various factors associated with these children as well as with their home environment. Children from middle to upper classes are introduced to the literacy process at an early age through activities they perform with their parents while disadvantaged children have limited opportunities to be exposed to the writing process outside their school environment. (Piacente, Marder, Resches, Ledesma, 2006). However, fieldwork conducted in our area has shown that even five- year-old disadvantaged children can learn how to read and write in Spanish with the adequate and systematic intervention (Borzone, 1994: Marder, 2011, 2012), hence attributing the failing school performance to a type of education that is poor, non-systematic and not based on a sound research process. With the intent to overcome this significant problem, the program "Let's Read Together!" ("Leamos Juntos") was created (Borzone, Marder & Sanchez, 2015). (Partial abstract)

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Programa de respuesta a la intervención en lectura y escritura "Leamos juntos" : Ejemplo de colaboración entre institutos de investigación, universidad y escuelas

https://www.memoria.fahce.unlp.edu.ar/trab_eventos/ev.12380/ev.12380.pdf

https://libros.unlp.edu.ar/index.php/unlp/catalog/book/522

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