El recurso Montessori "Alfabeto móvil" en la enseñanza de Lectoescritura de los estudiantes de segundo grado de Educación General Básica de la Unidad Educativa "Picaihua", de la ciudad de Ambato

Abstract

This research aimed to analyze the impact of the Montessori movable alphabet on the teaching of literacy in second-grade students at "Picaihua" Educational Unit in Ambato, Ecuador. The study adopted a mixed-methods approach with a pre-experimental design, descriptive level, and both bibliographic and field modalities. A group of 15 students was evaluated through pre- and post-tests, and a semi-structured interview was conducted with their teacher. The findings revealed considerable progress after the intervention, particularly in phoneme identification, auditory discrimination, writing, and word-image association. The use of the movable alphabet, grounded in a multisensory and hands-on methodology, enhanced the students' cognitive and linguistic skills. It was concluded that this didactic resource significantly improves literacy learning, fosters student autonomy, and enriches the classroom experience.