Systemic connection of processes during the learning of reading in the first grades of schooling

Abstract

The concept systemic connection of processes arises from the study of pedagogical intervention to address the reading difficulties of students in the initial stages of their schooling in a Colombian public educational institution. From an experiential introspective approach and a methodological theoretical design that is supported by action research and grounded theory, this qualitative explanatory research exposes some reading difficulties related to the processes of teaching, learning, and reading assessment. The analysis and hermeneutics were carried out by means of the method of constant comparisons and the triangulation of sources. Through theoretical sampling, a performance test was applied to 85 students from first to third and 4 surveys according to the educational role: students, teachers, directors and parents. The study concludes that some difficulties in this stage arise from an incipient exercise of the visual and auditory systems and the poor development of visual, auditory, cognitive and metacognitive abilities and skills. Factors that limit word recognition, speed, fluency, and comprehension. Failures are revealed in the cognitive processes of memory, attention and perception. As well as, the lack of reading, learning, and emotion regulation strategies.