No abstract

Leer es una actividad fundamental e imprescindible en la sociedad del siglo XXI dada la enorme repercusión que los textos escritos tienen en las actuales formas culturales.La alfabetización no es un proceso natural ni espontáneo; por el contrario requiere intencionalidad educativa, de intervenciones directas en el proceso de aprendizaje para lograr que un individuo sea un lector competente. Es en este punto donde posiblemente se producen las diferencias más evidentes acerca del momento más idóneo para comenzar este aprendizaje para lograr un alto nivel de alfabetización, especialmente proponiendo estrategias y principios metodológicos que favorecen dicho aprendizaje.En este articulo analizamos dicho aspecto desde distintos enfoques y presentamos un estudio longitudinal realizado durante dos cursos académicos en el que se evalúa la lectura del alumnado a partir de un conjunto de estrategias y principios, en el que el niño y la niña es el protagonista indiscutible de su aprendizaje y la lectura impregna la vida diaria del menor en todos los ámbitos de relación.

<span style="font-family: 'Garamond',serif; font-size: 8pt; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: ES-TRAD; mso-fareast-language: AR-SA; mso-bidi-language: AR-SA;" lang="ES-TRAD">The present study accounts for the experience conducted with eight children, their families and the professionals in charge of the Early Intervention Program (EI) working with them during the whole process of learning, training and generalizing of an Augmentative or Alternative Communication System (AACs) used to try and </span><span style="font-family: 'Garamond',serif; font-size: 8pt; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: EN-SG; mso-fareast-language: AR-SA; mso-bidi-language: AR-SA;" lang="EN-SG">find</span><span style="font-family: 'Garamond',serif; font-size: 8pt; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: ES-TRAD; mso-fareast-language: AR-SA; mso-bidi-language: AR-SA;" lang="ES-TRAD"> resources that will improve the quality of life of these participants. A qualitative paradigm has been applied and the data collection has been performed using focal groups during five one-hour-and-a-halves to two-hour sessions. Results obtained show the emotions and feelings arising within the family circles when other communication problems between the different environments where these children interact are added up to the functional diversity; professional experts in many contexts need to provide resources to respond to these necessities and requests originated by these children and their families. The resulting data underline the importance of the intervention used to enhance the attribution of competencies that capacitates families and neutralizes the attributions generating stress situations to finally find the most autonomous solutions to these issues. Reflections provided by professionals show the importance of knowing better the necessities of these children and their families for them to provide an efficient collaboration during the resource-finding process.</span>