Corrección de la dislalia funcional simple en educandos preescolares
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Universidad de Sancti Spíritus "José Martí Pérez"
Abstract
Introducción: Una de las preocupaciones actuales en el sistema educacional cubano, lo constituye la cantidad de educandos que tienen dificultades en el dominio de la lengua materna, por presentar trastornos en el lenguaje, afectándose principalmente el componente fonético y esto afecta la adaptación al proceso educativo del escolar. El trastorno del habla más frecuente en la primera infancia es la dislalia.
Objetivo: Aplicar actividades lúdicas para la corrección de la dislalia funcional simple por rotacismo en educandos del grado preescolar.
Materiales y métodos: Se aplicaron diferentes métodos, del nivel teórico, el histórico-lógico, analítico-sintético, inductivo-deductivo; del nivel empírico, la observación científica, el análisis de los productos de la actividad y el experimental; del nivel estadístico, la estadística descriptiva.
Resultados: La evaluación del habla de los educandos demostró dificultades en la articulación y pronunciación del fonema /ṝ/, a partir del diagnóstico se elaboraron un total de 10 actividades lúdicas caracterizadas por ser asequibles a la edad y particularidades de los educandos; elevar gradualmente el nivel de desarrollo de los procesos fonemáticos, articulatorios y la pronunciación; utilizan los juegos como forma esencial de actividad lúdica; pero además se emplean poesía, adivinanzas y trabalenguas.
Conclusiones: Mediante un pre experimento pedagógico se evaluaron como efectivas las actividades lúdicas al lograrse la corrección de la dislalia en ambos educandos
Introduction: One of the current concerns in the Cuban educational system is the amount of students who have difficulties in the mastery of the mother tongue, for presenting language disorders, mainly affecting the phonetic component and this affects the adaptation to the educational process of the school. The most frequent speech disorder in early childhood is dyslalia. Objective: Apply recreational activities for the correction of simple functional dyslalia due to rotation in students of the preschool grade. Materials and methods: Different methods were applied, from the theoretical level, the historical-logical, analytical-synthetic, inductive-deductive; of the empirical level, scientific observation, the analysis of the products of the activity and the experimental; of the statistical level, descriptive statistics. R The evaluation of the students of the students demonstrated difficulties in the articulation and pronunciation of the phoneme /ṝ /, from the diagnosis a total of 10 playful activities characterized by being affordable to the age and particularities of the students were developed; Gradually raise the level of development of phoneme, articulatory and pronunciation processes; They use games as an essential form of playful activity; But also poetry, riddles and tongue twisters are used. Conclusions: Through a PED Pedagogical experiment, recreational activities were evaluated as effective as the correction of dyslalia in both students were achieved.
Introduction: One of the current concerns in the Cuban educational system is the amount of students who have difficulties in the mastery of the mother tongue, for presenting language disorders, mainly affecting the phonetic component and this affects the adaptation to the educational process of the school. The most frequent speech disorder in early childhood is dyslalia. Objective: Apply recreational activities for the correction of simple functional dyslalia due to rotation in students of the preschool grade. Materials and methods: Different methods were applied, from the theoretical level, the historical-logical, analytical-synthetic, inductive-deductive; of the empirical level, scientific observation, the analysis of the products of the activity and the experimental; of the statistical level, descriptive statistics. R The evaluation of the students of the students demonstrated difficulties in the articulation and pronunciation of the phoneme /ṝ /, from the diagnosis a total of 10 playful activities characterized by being affordable to the age and particularities of the students were developed; Gradually raise the level of development of phoneme, articulatory and pronunciation processes; They use games as an essential form of playful activity; But also poetry, riddles and tongue twisters are used. Conclusions: Through a PED Pedagogical experiment, recreational activities were evaluated as effective as the correction of dyslalia in both students were achieved.