La tipografía como apoyo a la lecturabilidad en niños de 6 a 7 años con dislexia en etapa escolar básica en la ciudad de Ambato

Abstract

Reading comprehension allows children to learn and know everything necessary to advance in their student world, however, when a child has some type of specific difficulty, this simple task is an obstacle to their learning, since having T.A. (learning disorder), more specifically dyslexia, his ability to connect letters that form words and therefore paragraphs is a problem that persists in his written language, therefore, there is a deficit in the decoding of graphic signs, which means an impediment in the reading fluency of the dyslexic child, since this type of disorder mainly affects reading. That is why this project focuses on solving this problem by helping children to identify each character that makes up the alphabet in such a way that they can identify the correct letter that makes up a word through its grapheme, without confusion or rotation between each character. similar consonant through the creation of a typography which contains specific characteristics provided by information collected in this qualitative research, because it is intended to know each of the characteristics and qualities that make reading impossible in a child with dyslexia in such a way that learn more about this disorder and the way in which a student with dyslexia can be helped to read better, since this type of disorder affects about 80% of people who have any learning deficit. In addition to that, the typographic proposal made through the design will be applied to a didactic material which contains visual elements, illustrations and other graphic resources, as well as activities that will reinforce the practical exercise in this type of children, contributing to their improvement in reading and understanding of children with dyslexia.