Strengthening the Reading Process in Kindergarten Children: A Classroom Experience

Abstract

This article describes the results obtained with the implementation of a pedagogical strategy to strengthen the reading process in zero-grade children of the Social Promotion of the North Institute of Bucaramanga, through the implementation of a strategy based on the principles of the Doman method. The research was carried out with a qualitative approach, following the phases of the action research methodology. The participating population corresponds to 21 children who started their basic training and their parents. The information gathering technique used in this research was observation and the instrument for recording the pedagogical diary, the detailed record of all events related to the execution of each of the phases of the method, providing valuable data for the investigation; The results achieved were evaluated through a grid designed based on basic learning rights and the standards of reading skills for grade zero. The results indicate that it is possible to strengthen the reading process in preschool children using innovative methods supported by theoretical foundations that recognize the learning potential of preschool children and the principles that govern language development in the early years of schooling; in this case, the relevance of the reading bits proposed by the Doman method is reaffirmed.