Intervention protocol from a psycholinguistic perspective: "Proposal for schoolchildren in the process of acquiring reading and writing"

Abstract

Introduction: OBJECTIVE: To design an innovative intervention proposal under a psycholinguistic perspective for children who are beginning their reading and writing acquisition process. METHOD: Using a qualitative research methodology. Qualitative research seeks to identify the deep nature of realities, their dynamic structure, which fully explains their behavior and manifestations. For this purpose, the design of a protocol based on therapeutic strategies aimed at intervention in the acquisition and as a prerequisite for the process of reading and writing in children 5 to 6 years of age is proposed, distinguishing from a psycholinguistic perspective (Cognitive, metalinguistic, logical-verbal, perceptual and motor skills) The research is developed under a transversal line since data is collected at a single moment or in a single time corresponding to a period of 8 weeks, the approach is experimental, the literature says that in this approach the researcher provokes at least one cause and analyzes its effects or consequences, therefore, as a technique, the literature review will be used. Likewise, the implementation of informed consent for its application. RESULTS: Reading and writing intervention protocol from a psycholinguistic perspective, which aims to guide cognitive-linguistic principles from a conceptual framework and thus guide the strategies and tasks that should be included in the intervention protocol to be implemented by students in outpatient training or in the educational sector. CONCLUSIONS: (1) The protocol allows the acquisition of reading and writing skills in a dynamic way, developing psychomotor, auditory, visual, cognitive, and linguistic skills. (2) Children who have neuromotor problems not only experience language problems but also experience the development of the written reading process. (3) The development of psycholinguistic skills is the result of a systematic maturation process of comprehensive skills that promote academic performance.