Learning of Reading and Writing in Primary School: A Method of Reflective and Conscious Analysis of Words | Chapter 07 | Perspectives of Arts and Social Studies Vol. 2
Reading at school traditionally is
based on isolated training of this cognitive ability. Common methods are
repetition, memorization and reproduction of given information. In public
schools in Mexico, children never read entire books and only pages or
paragraphs from the official programs. Even in private schools reading
acquisition is a mechanic process, which starts from the first grade of
pre-school age and continues up to the sixth grade of primary school. Cognitive
tests measure the quantity of words read loudly in a minute with no attention
to understanding of meaning. Alternative methods within active school and
global reading can’t solve this problem, because of lack of attention for
orientation, analysis of content of actions and reflexive participation of the
children in their own school actions. Our aim is to present an example of usage
of orientation for initial introduction of reading process in primary school
and to compare results of the method with results of traditional method of
teaching. The method of introduction of reading and writing is based on
psychological conception of orientation as essential element of activity.
Reading process is analysed as symbolic codification and de-codification of
oral words. The provide authors added detailed analysis of phonological and
phonetic system of Spanish language. The method includes introduction of
actions of codification at materialized, perceptual and verbal levels with
gradual passing to reading of words and sentences. The program was applied in
private primary school “Kepler” in the city of Puebla (Mexico) for six years. Results
of assessment of reading and writing process in experimental and control groups
of school children have shown significant differences favourable for
experimental groups. The comparison of the effects of the method on children
with specific learning disabilities is provided in control and experimental
group. Among strong advantages of the method is correct pronunciation of all
known and unknown words in Spanish, usage of correct space between words in
writing, reduced number of orthographic mistakes. The Method of reflective and
conscious analysis of words is a useful tool for introduction of reading and
writing in children with normal psychological and neuropsychological
development and in cases of syndromes and disabilities.
Author(s) Details
Yulia Solovieva
Faculty of Psychology,
Puebla Autonomous University, Mexico.
M. A. Omar Elías Torrado
Duarte
Department of
Neuropsychological Diagnosis and Rehabilitation, Faculty of Psychology, Puebla
Autonomous University, México.
Luis Quintanar Rojas
Department of
Neuropsychological Diagnosis and Rehabilitation, Faculty of Psychology, Puebla
Autonomous University, Mexico.
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