El Aprendizaje Significativo y el Proceso de Lectoescritura

Abstract

The present study, entitled “Meaningful learning and the reading and writing process”, focused on students in the fourth year of General Basic Education of the morning and afternoon sessions of the Francisco Flor Educational Unit. Its main purpose was to analyze the incidence of the reading and writing process in meaningful learning. In Chapter I, a theoretical framework was developed which included definitions, importance, stages and strategies to be used with the variables of the study. This information was obtained through a rigorous search in reliable and updated sources. Chapter II addressed the methodology, using a mixed approach with a cross-sectional, descriptive, exploratory, correlational and field design. Subsequently, in Chapter III, the Learning Disabilities Evaluation Questionnaire (CEPA) and the Meaningful Learning Questionnaire were used to evaluate the relationship between meaningful learning and the students' reading and writing process. Finally, the hypotheses were tested by means of the chi-square statistical test, which allowed accepting the alternative hypothesis and rejecting the null hypothesis, thus showing that meaningful learning does influence the reading and writing process.