Literacy intervention for a girl who is behind in regular classrooms - Higuera Alanís, María Fernanda; Fernández Ortega, Norma
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In Mexico, there is a considerable number of children classified as "behind in school". That is, they do not achieve the understanding of the alphabetic principle that governs writing, within the corresponding school cycle (first and second grades of primary school). These children are promoted to the next cycle where most of their peers are already at a stage of initial literacy. The impact on both the children and the teacher is very discouraging. On the one hand, the children do not manage to work at the pace of the others and, on the other hand, the teacher cannot stop for them. In this…mehr

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Produktbeschreibung
In Mexico, there is a considerable number of children classified as "behind in school". That is, they do not achieve the understanding of the alphabetic principle that governs writing, within the corresponding school cycle (first and second grades of primary school). These children are promoted to the next cycle where most of their peers are already at a stage of initial literacy. The impact on both the children and the teacher is very discouraging. On the one hand, the children do not manage to work at the pace of the others and, on the other hand, the teacher cannot stop for them. In this paper we show that didactic intervention from a constructivist approach favors the literacy of these children in the grade in which they have been assigned.
Autorenporträt
Dr Norma Fernández Ortega pracuje jako nauczyciel-badacz od ponad 15 lat. Jej g¿ówne zainteresowania badawcze i dydaktyczne zwi¿zane s¿ z rozumieniem systemu pisma i systemu liczb dziesi¿tnych w edukacji elementarnej.