Methodological strategy and language disorder in the literacy process of high school children

Abstract

The research aimed to analyze language disorders in the literacy process of preschool children. To this end, an in-depth theoretical investigation of the study variables—language disorders and the literacy process—was conducted. The study employed a mixed-methods approach, applying both theoretical and empirical methods. The research was analytical-synthetic in nature and was a field study whose results were presented in statistical tables. The population consisted of preschool children and teachers from the Azuay Educational Unit. The sample comprised 24 students and 2 teachers. The results obtained relate to a diagnosis of the difficulties and strategies employed by children with language disorders. It was concluded that the presence of students with language disorders in classrooms is frequent, and their main effects include the omission of words or syllables, the use of short phrases, and difficulty associating letters with sounds. In response, teachers have implemented organizational strategies, but not methodological ones.