Psychosocial conditions in secondary school children with literacy difficulties

Investigation article

Abstract

To meet academic demands, schoolchildren need both stimulation to promote their development, as well as access to resources that allow them to overcome educational challenges. The conditions of the contexts in which a subject operates may represent benefits or limitations in the learning processes, especially in literacy skills. The objective was the psychosocial characterization of the study subjects. The research has a quantitative, descriptive, cross-sectional approach, a group of 101 schoolchildren from the basic middle school of the Juan Montalvo Fiscomisional Education Unit, chosen by intentional sampling based on expert consultation, was approached. The schoolchildren were characterized according to the psychosocial conditions of interest, showing a prevalence of a medium socioeconomic level, with families that maintain good relationships among their members; Different levels of difficulty in literacy were identified, with most of the subjects studied having a slight level of difficulty; The non-statistical association between both variables indicates that despite having difficulty in reading and writing skills, the students were able to achieve high or regular academic averages, the school support of the parents is not associated with the development of the aforementioned skills, good relationships Family members were associated with lower levels of difficulty in literacy. It is concluded that the psychosocial conditions of the population studied, despite not being the most appropriate, can be associated with the development or improvement of reading and writing skills, the context of the family is important for schoolchildren to develop their potentials and overcome the limitations of the academic context.

Keywords: psychosocial conditions, learning difficulties, literacy.