El recurso Montessori “Letras de lija” en el aprendizaje de la lectoescritura de los estudiantes de segundo grado de la escuela de educación básica “Simón Bolívar”, de la parroquia Huambaló del cantón Pelileo

Abstract

This study analyzes the effectiveness of the Montessori resource "sandpaper letters" in learning to read and write the graphemes g, gu, and gü among second-grade students at the "Simón Bolívar" Elementary School in the Huambaló parish of the Pelileo city. The research adopted a qualitative-quantitative approach, with a pre-experimental design, descriptive scope, and bibliographic and field methods. The population consisted of 29 students, who participated in a pretest and postest on the reading and writing of the graphemes g, gu, and gü. an unstructured interview was also conducted with the teacher. This research is part of the social and educational behavioral research group. The results show that 44.8% of the students were at the initial learning level and only 13.8% were at the mastery level, according to the qualitative grading scale for the elementary sublevel adapted for this research. After the intervention, the percentage of students at the beginner level decreased from 44.8% to 13.8%, and the percentage of students at the mastery level increased from 13.8% to 34.5%, reflecting a significant improvement in students' literacy development. It is concluded that sandpaper letters promote effective multisensory coding that strengthens phonological recognition, graphic tracing, and grapheme-phoneme association, making them an effective teaching resource that responds to students' cognitive and sensory needs in the initial literacy process.