Language Disorder in the Development of Reading and Writing Process

Abstract

The research was carried out at the Educational Unit in El Carmen, Manabí and aimed to describe the difficulties that arise in the development of the literacy process in children with language disorder in the second year of Basic Education. An interpretive paradigm was assumed, with a qualitative approach, from the descriptive level. The study population was 51 students and three teachers, as a sample all the teachers were taken and in the case of the students, the five children with language disorder were defined by non-probabilistic convenience sampling. An interview was applied to teachers and an observation was made to children with presumed language disorder. When analyzing the problem under study, categories were established, for the language disorder the following are presented: the difficulty of oral expression and non-verbal communication, while for the development of literacy, limited literacy skills and difficulty in comprehension are manifested. Difficulties are presented in the pronunciation of compound syllables and when pronouncing some words; Another limitation observed is the use of signed language. Children do not actively participate in activities that require verbal comprehension and expression; In addition, they understand the instructions given but with difficulty. The children under study do not always write and read words correctly, it is common for the omission of syllables or letters or the change of sound in some letters to occur.