Lateralidad ambidiestra y su implicación en el aprendizaje de la lectoescritura

Quiñonez Revolorio, Flor de María (2019) Lateralidad ambidiestra y su implicación en el aprendizaje de la lectoescritura. Other thesis, USAC.

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Abstract

Abstract The study entitled “AMBIDEXTROUS LATERALITY AND ITS IMPLICATIONS FOR LEARNING TO READ AND WRITE” was carried out in Mazatenango, Suchitepéquez by applying the qualitative approach of the research method and implementing the case study technique. Given the shortage of ambidextrous children in the primary schools investigated, the method was extended retrospectively, so the subjects of analysis were three children, of whom one is ambidextrous; eight possible ambidextrous adults, of which six are ambidextrous; ten left- handed people (including children and adults), ten right-handed people (including children and adults) some of them from other departments of the country.. The objective was to see if ambidextrous laterality makes it difficult to learn to read and write or not. Scientific information on ambidextrousness was reviewed to establish a criterion for evaluating this condition. A simple test was administered to identify the laterality of those evaluated based on other tests about laterality. The administration of the test to ten left-handed people and ten right-handed people served as a method to establish the appropriate percentage to consider a case of ambidextrousness. Through a structured interview information was obtained about the learning experience of reading and writing of ambidextrous adults. With the ambidextrous girl, referred to Psych pedagogical Assistance in the Supervised Professional Exercise (EPS), several instruments were used to perform a comprehensive evaluation that allowed us to know the influential factors in the process of learning reading and writing. It was found that ambidextrism does not hinder the learning of reading and writing, however three of the six adults and the ambidextrous girl who was evaluated presented some difficulty during the process of learning to read and write, but it was not due to their laterality, but to the fact that they did not have sufficient attention from teachers and parents.

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