El método Glenn Doman en la enseñanza de la lectura de los estudiantes de segundo grado de Educación General Básica de la Unidad Educativa “Bautista”, de la ciudad de Ambato

Abstract

The main objective of this study was to investigate the contribution of the Glenn Doman method in the teaching of reading in second grade students of General Basic Education of the “Bautista” Educational Unit, in the city of Ambato. The work was framed within the research line social and educational behavior. The population consisted of 24 second grade students. The research was developed with a mixed approach and quasi-experimental design, through the application of evaluation instruments before (pre-test) and after (post-test) implementing the method. In the diagnostic phase, it became evident that a high percentage of students presented low reading performance. In fact, 83% were at the “initiated skill” level; in intonation and pauses, 79% were also at this level. No student reached the “achieved learning” level in the five criteria evaluated: fluency, accuracy, intonation and pauses, recognition of bold words, and speed repetition. After the implementation of the method, the posttest results reflected remarkable improvements. The percentage of students at the lowest level was reduced and the “in process” and “learning achieved” levels increased. In intonation and pausing, 41.5% reached the highest level, and in bold word recognition, 28% reached the optimal level. It is concluded that the Glenn Doman method is an effective pedagogical tool to strengthen the skills of the learners