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Resumen
Mail: fabar676@hotmail.com.ar
DNI: 23.868.658
Tel: 03863-15526447
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Abstract
It is legitimate that every teacher, before beginning the teaching of written language,
asks what writing is, that is, what is the content, the subject of two essential acts, such
as reading and writing, that their students They must come to dominate. The present
research work entitled "Levels of acquisition of the written language in school children
of rural area" was carried out in the San José Sud Island of the Monteros Department -
Tucumán - Argentina, and had as a central objective to know and analyze the levels
that are presented in the process of acquisition of written language in second grade
students of a rural school institution called School No. 202 Gauchos de Güemes.
Finally, I agree with Vygotsky when he points out that "the mastery of written language
means for the child to master a system of extremely complex signs" (Volume III of
Selected Works: 184), since during the observation of the task performed and the
subsequent analysis From the corpus of information provided by the girls, I evaluated
how complex it is to link the correspondence phoneme / grapheme, both oral language
and written language. But, what does complexity consist of ?, in learning graphemes
and their correspondence with phonemes ?, in assembling words from letters or
syllables ?, in finding out the meaning of the text? That is why educators must be clear
about the characteristics of written language, considered as "the algebra of language".
By introducing the child to written language we introduce it into the highest abstract
plane of language.