Resumen

GARCIA RUIZ, Eneyda; TOVAR, Rosa M  y  ALEZONES PADRON, Jeanette. Learning the written language: An experience from diversity. Educere [online]. 2008, vol.12, n.42, pp.575-587. ISSN 1316-4910.

In this article we show the results obtained by potentiating the process of written language construction in a group of children with especial educational needs aged between 7 and 9 years old. The research was developed through a case study, under a qualitative approach, using the following techniques for information gathering: participant observation, interviews and document analysis; and as instrument the field diary was used. The pedagogical frame of the study was focused on a proposal called I play, read and write. It allowed concentrating on the reading and writing process of the participants through strategies based on the interactive approach. Once the proposal was developed, the process was potentiated on the children; this is seen in the following categories: The role of cooperation in learning, Attitude towards reading, Level of construction of the written language - Competences and the use of technology as motivational strategy.

Palabras clave : written language; learning; attention to diversity.

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