Intervención educativa para satisfacer las necesidades psicopedagógicas de lectoescritura en la Universidad Adventista, Bolivia

Abstract

Reading and writing is the way that allows us to experience learning to know, which is why it is a necessity of contemporary times to develop skills in university students to carry out processes of synthesis, analysis and understanding, which facilitate organizing and categorizing new knowledge. This work presents the results of carrying out a diagnosis to identify the main psycho-pedagogical needs of students related to reading and writing and the impact of the implementation of workshops, carried out from a Psycho-pedagogical Office. The type of methodology used in this case is mixed, since it combines quantitative elements (prior diagnosis with batteries of psychopedagogical tests) and qualitative elements (participatory teaching methods, teaching-learning strategies). Levels related to strengthening understanding and increasing reading speed, written language, the use of public speaking techniques, performance before the public and the implementation of study habits and techniques are raised. These results supported the consolidation of the teaching-learning process.