Técnicas metodológicas de la lectura adaptadas al proceso de aprendizaje de estudiantes con TDA/H.

Abstract

This study shows an investigation of methodological techniques adapted to the learning process of students diagnosed with attention deficit hyperactivity disorder. The educational need lies in the lack of an adequate process to put into practice with students, which if not treated in time, it has a negative effect on the individual, significantly reduces academic performance leading to failure. To this end, studies of the dependent and independent variables with their categories with respect to authors were adopted in which it was explored that methodological strategies are a series of procedures applied according to certain content and characteristics of the student in a structured way that allows the development of comprehension skills. The main objective is to recognize the ability of first year high school students and students diagnosed with ADHD. As specific bjectives is to recognize the threats they have when decoding a reading and identify playful strategies and propose a pedagogical workshop to motivate the learning process. It has two approaches the "Psychological Constructivist" of Jean Piaget and Lev Vygotsky with the "Social Constructivism".Thanks to the qualitative and quantitative method, it was possible to describe and show the results of the research. It was necessary to apply instruments to reach the findings, such as: the interview, observation sheet and applicability of the "LIRAC" workshop, which worked to obtain data by the population. The results show significant interest on the part of the students.