Datos del Estudiante Nota

Nombres: Luisa Quiñonez, Ariel García, Galo Vega.

Materia: QUALITATIVE RESEARCH IN EDUCATION

Carrea: Pedagogía en idiomas

Fecha: 12/01/2022
Nacionales y Extranjeros.

Tarea Nro. 03

Research Project Part 3: Results

Use of the ERCA Method for teaching the reading and writing of demonstrative pronouns in the
English language, for seventh grade students of the “Abelardo Moncayo” Educational Unit 2021-2022.

Results of:

a) Interview.
The interview conducted was applied to Professor Martha Bonilla, a teacher at the Unit

Educativa "Abelardo Moncayo", who teaches classes as a language and literature teacher

of the seventh year of basic general education, where he provided us with information about

the methodology and recreational resources that he applies in his classroom, and also on the

teaching materials you use.

Question N ° 1: ¿What playful activity did you do to better learn to read? with your
students?

Analysis: The teacher Martha Bonilla, responds: “Personally, she applied several
recreational activities that are very useful, this to which I must maintain one hundred percent
of attention of the children, for example I present them didactic material such as reading
accompanied by graphics or cartoons for children to capture their attention and are interested
in learning to read, I also create a card game with little phrases and I make them choose and
this they are curious about the content, accompanied by incentives”.
Interpretation: We can interpret that the teacher motivates her students with colorful prizes
and materials, like cartoons, are easy to use understand.

Question N ° 2: ¿Is the use of didactic resources favorable, as a tool in the Reading?
Analysis: The teacher Martha Bonilla, responds: "If the use of resources is favorable
didactic as a tool in reading, since in this way we motivate children to
who are interested in the work we want to do, such as being able to include drawings
in the readings”.
Interpretation: Given the results obtained, we see that the teacher thinks that if it is favorable the
use of didactic resources for learning -teaching of reading and writing in this way the child learns
faster to read and write, feeling more comfortable when participating in different activities.

Question 3: ¿What opportunities do students have to be offered a method?

different in teaching reading?
Analysis: The teacher Martha Bonilla, responds: “A different method will help in a
best way to develop the teaching of reading as it will be something new for the
kids".
Interpretation: It can be concluded that, by allowing the application of new methods,
knowledge and skills, will be reflected in the child since he will be the protagonist of his
own learning and positively influence their reading development.

Question N ° 4: ¿From an educational point of view, why the use of speed Reading is it suitable in
education?
Analysis: The teacher Martha Bonilla, responds: “It is important to use speed Reading since it offers
children multiple benefits, such as reading quickly they spend less time, they also learn to recognize
terms and keywords.
Interpretation: With the intervention of the school teacher, it is possible to say that through speed
reading the association capacity of knowledge that we already have with new concepts and if the
ERCA method is applied, you would get better results.
Question N ° 5: ¿What are the main difficulties in learning to read? ¿What can you show in the
students? At the time of teaching your class
Analysis: The teacher Martha Bonilla, responds: “That the difficulty in reading my students are the
problems to read words, they confuse the phonemes, so it indicates that it is necessary to apply the
ERCA method; the same one that has given better results in the performance of their students”.
Interpretation: It is interpreted that by applying the ERCA method, the student learns in an easy
and efficient way; however, it is a technique that interprets theories cognitive aspects of learning,
which starts from a concrete experience to generate new experiences.

Question N ° 6: ¿Do you think that the teaching methods that exist in the institution are enough for
what education demands today?
Analysis: The teacher Martha Bonilla, responds: “They are not enough yet, since the Students still
have difficulties in which the teacher must guide, assist and awaken interest in the process of their
development of learning, capacities and skills".
Interpretation: According to the opinion of the teacher of the Educational Unit ¨Abelardo
Moncayo¨, it is concluded that the educational institution has to update its teaching methods since
the methods used are not sufficient to awaken the interest and this makes learning difficult for
students.

Question N ° 7: ¿Personally, what method do you prefer your students to work with? for a better
reading comprehension?
Analysis: The teacher Martha Bonilla, responds: “There are several methods that are applied to
discover various reading strategies, but the method he frequently applies is the ERCA method as it
allows the development of multiple intelligence in the classroom with the purpose of improving
teaching for better performance”.
Interpretation: It can be concluded that when applying the ERCA method, the development of the
children's learning is reflected in learning that will positively influence In its development.

Question N ° 8: ¿What is the greatest difficulty you encounter when evaluating the reading on your
students?
Analysis: The teacher Martha Bonilla, responds: "The greatest difficulty in Reading his students are
the problems to read words or understand what he reads, that is why he indicates that the ERCA
method is necessary; the same one that has given better results in the performance of their children”.
Interpretation: It can be concluded that by applying the ERCA method, the student learns in an
organized and systematic way; However, it is an inter-learning technique at cognitive theories of
learning, which start from a concrete experience to generate new experiences.

Question N ° 9: ¿According to your point of view, what type of reading do people prefer the most?
students?
Analysis: The teacher Martha Bonilla, responds: “Reading is fundamental for all people, especially
for students, as I have second year kids, They have an inclination to fables, because when reading
them and changing the tone of voice, I get the attention of all of them. "
Interpretation: It is very important to encourage children to read from a young age as it has many
benefits among them to develop the imagination, expand your vocabulary because depending on the
age will come the inclination to literary tastes.

Question N ° 10: ¿Do you consider that parents contribute to the learning of the student reading?
Analysis: The teacher Martha Bonilla, responds: “Parents contribute to the learning to read in their
children, in this way they will develop their reading skills and improve their skills”.
Interpretation: From what has been said, it can be concluded that parents play a role important in
students' learning to read, as their role will influence positively in the learning process of their
children.

b) Survey.
The survey was carried out to the teachers of the Educational Unit "Abelardo Moncayo"
who develop their lesson plan which is aimed at second year students of basic general education, to
know the strengths and weaknesses of the children and if have the respective support and monitoring
and the results obtained are as follows following:

Question N° 1: ¿Do students have difficulty pronouncing difficult words?

Table.
Table 1. Difficulty pronouncing words
Choice of answers. Frequency. Percentage.
Forever. 5 50%
Sometimes. 1 10%
Rarely. 2 20%
Never. 2 20%
Total. 10 100%
Source: Survey for second-year EGB teachers. Prepared by: L Quiñonez, A García, G Vega.
Graphic:

DO STUDENTS HAVE DIFFICULTY

PRONOUNCING HARD WORDS ?

10%

20%

50%

20%

Figure 1. Difficulty pronouncing difficult words Elaborated by: L Quiñonez, A García, G Vega.

Analysis: According to the results obtained with the question if their students have difficulty
pronouncing difficult words, 5 teachers representing 50% states that always; 1 teacher representing
10% states that sometimes; two teachers who represent 20% say that almost never; and 2 teachers
representing 20% say never.
Interpretation: We can deduce that most teachers have problems in their students when
pronouncing certain words and a small part does not have any kind of difficulty.
Question Nº2 ¿Are the materials you use for reading and writing attractive?
Table:
Table 2. Reading materials.

Choice of answers. Frequency. Percentage.

Yes. 7 70%
No. 3 30%
Total. 10 100%
Source: Survey of EGB seventh-year teachers. Prepared by: L Quiñonez, A García, G Vega.
Graphic:

READING MATERIALS .
Yes No

30%

70%

Figure 2. Materials for reading. Prepared by: L Quiñonez, A García, G Vega.

Analysis: 7 of the teachers representing 70% affirm that the materials they used for reading and
writing are striking, while 3 teachers representing the 30% say no.
Interpretation: Arguing the response of the teachers surveyed, we see that there is a majority that if
they use attractive materials for the teaching-learning of the reading and writing, so students learn
faster to read and write without feeling obliged to carry out the different activities with regard to
reading and writing.

Question N ° 3: Do you apply different strategies to read and write in class?

Table.
Table 3. Different strategies for reading and writing
Choice of answers. Frequency. Percentage.
Forever. 4 40%
Sometimes. 3 30%
Rarely. 2 20%
Never. 1 10%
Total. 10 100%
Source: Survey of EBG second-year teachers. Prepared by: L Quiñonez, A García, G Vega.
Graphic:

APPLY DIFFERENT STRATEGIES TO READ

AND WRITE IN CLASS
Forever. Sometimes. Rarely. 4º trim.

10%

20% 40%

30%

Figure 3. Different strategies for reading and writing. Prepared by: L Quiñonez, A García, G Vega.

Analysis: According to what was observed in the teacher surveys, it is concluded than the 10
teachers that exist in the school, 4 that is equivalent to 40% that always apply new strategies, 3
which is equivalent to 30% share that they almost always apply new strategies, 2 representing 20%
only sometimes, considering that 1 teacher who equals 10% never applies new methods.
Interpretation: It is concluded that if there are teachers who apply new strategies so that your
children learn to read and write in a better way and thus improve their development.
Question N ° 4 ¿Does the student like to perform writing exercises easily?
Table:
Table 4. The student likes to perform writing exercises with ease
Choice of answers. Frequency. Percentage.
Forever. 0 0%
Sometimes. 0 0%
Rarely. 8 80%
Never. 2 20%
Total. 10 100%
Source: Survey of EBG second-year teachers. Prepared by: L Quiñonez, A García, G Vega.
Graphic:

THE STUDENT LIKES TO DO WRITING EXERCISES

WITH EASE.
Rarely. Never.

20%

80%

Figure 4. The student likes to perform writing exercises with ease Elaborated by: L Quiñonez, A
García, G Vega.
Analysis: According to the results obtained in seventh-year EGB teachers, the concludes that 8 of
them, which is equivalent to 80%, always perform reading exercises since thus they facilitate the
child to learn in a didactic way, that is why it is always used striking resource that the child captures
the attention and 2 that is equivalent to 20% say that almost always decide to work with other
activities with their students to encourage them to the child likes reading.
Interpretation: It is concluded that most of the Seventh Year EGB teachers prefer to encourage new
reading exercises so that the child learns easily and thus obtain better results in learning.

Question N ° 5: Do you use recreational resources to further encourage reading in the students?
Table:
Table 5. Play resources to encourage reading
Choice of answers. Frequency. Percentage.
One time. 0 0%
Twice. 0 0%
Three times. 3 30%
More than three times. 7 70%
Total. 10 100%
Source: Survey of EBG second-year teachers. Produced by: L Quiñonez, A García, G Vega.
Graphic:

HOW OFTEN DO YOU WORK WITH METHODS

TO FACILITATE FAST READING?
Three times More than three times.

30%

70%

Figure 5. Playful resources to encourage reading. Produced by: L Quiñonez, A García, G Vega.

Analysis: According to what was observed in the "Abelardo Moncayo" Educational Unit. It is
concluded that of 10 teachers who work in the institution, 7 corresponding to 70% responds that
more than three times they have used methods to facilitate quick reading in their students, while 3
teachers equivalent to 30% indicate that they have only applied three times the methods to facilitate
quick reading.
Interpretation: Teachers get to get a great result using methods to facilitate the rapid
comprehension of reading in their students, since the seventh-year EGB children of the "Abelardo
Moncayo" Educational Unit learn to develop a quick and consistent read.
Question N ° 6: ¿Do you consider that the reading and writing exercises serve to preparing the
minds of the little ones towards learning to read through language practice?
Table:
Table 6. Reading-writing exercises.
Choice of answers. Frequency. Percentage.
Forever. 9 90%
Sometimes. 1 10%
Rarely. 0 0%
Never. 0 0%
Total. 10 100%
Figure 6. Reading-writing exercises. Produced by: L Quiñonez, A García, G Vega.
Graphic:

READING-WRITING EXERCISES FOR

LEARNING OF THE READING
Forever Sometimes

10%

90%

Figure 6. Playful resources to encourage reading. Produced by: L Quiñonez, A García, G Vega.
Analysis: According to the results obtained in seventh-year EGB teachers, the concludes that 9 of
them, which is equivalent to 90%, always carry out reading-writing exercises since they serve to
prepare the minds of the little ones towards learning the reading, through the practice of the
language, and 1 equivalent to 10% say that almost always because he also decides to work with other
activities with his students to encourage them to read and write.
Interpretation: It is concluded that most of the Seventh Year EGB teachers prefer to develop the
learning of reading in students through the application of reading-writing exercises, since in this way
they obtain positive results.

Question N ° 7: Do you consider that the exercises on the children's literacy cards serve to equip
children with tools for their future learning to read?
Table
Table 7. Exercise of the reading-writing cards
Choice of answers. Frequency. Percentage.
Yes. 8 80%
No. 2 20%
Total. 10 100%
Source: Survey of EBG second-year teachers. Produced by: L Quiñonez, A García, G Vega.
Graphic:

EXERCISES OF THE READING AND WRITING

CARDS
Yes No

20%

80%

Figure 7. Exercises of the reading-writing cards. Produced by: L Quiñonez, A García, G Vega.
Analysis: After observing the results of the Educational Unit "Abelardo Moncayo” it is concluded
that the ten teachers who work in the school, 8 which is equivalent to 80% if they consider that the
exercises on the worksheets are essential tools to literacy, considering that 2 teachers, equivalent to
20%, do not work with the worksheets for reading and writing.
Interpretation: It is concluded that there is a great result by putting into practice the exercises of the
cards for reading and writing since the teachers of the seventh year EBG, of the Educational Unit
"Abelardo Moncayo" recommend that you continue working with this fundamental tool for learning.

Question N°8: How often do you work with methods to facilitate reading fast?
Table:
Table 8. Use of methods to facilitate quick reading
Choice of answers. Frequency. Percentage.
One time. 0 0%
Twice. 0 0%
Three times. 2 20%
More than three times. 8 80%
Total. 10 100%
Source: Survey of EBG second-year teachers. Produced by: L Quiñonez, A García, G Vega.
Graphic:

HOW OFTEN DO YOU WORK WITH METHODS

TO FACILITATE FAST READING?

20%

80%

Figure 8. Use of methods to facilitate quick reading. Produced by: L Quiñonez, A García, G Vega
Analysis: According to what was observed in the "Abelardo Moncayo" Educational Unit It is
concluded that of 10 teachers who work in the institution, 8 that corresponds to 80% respond that
more than three times they have used methods to facilitate quick reading in their students, while 2
teachers equivalent to 20% indicate that they have only applied three times the methods to facilitate
quick reading.
Interpretation: Teachers obtain a great result using methods to facilitate speed reading in their
students, since the seventh year EGB children of the Educational Unit "Abelardo Moncayo" learn to
develop a fast reading and coherent.

Question N ° 9: How important is the teaching of speed reading to you in your students?
Table.
Table 9. Importance of fast reading.
Choice of answers. Frequency. Percentage.
One time. 0 0%
Twice. 3 30%
Three times. 4 40%
More than three times. 3 30%
Total. 10 100%
Fountain. Survey of EBG seventh-year teachers. Produced by: L Quiñonez, A García, G Vega
Graphic:

IMPORTANCE OF SPEED READING.

Twice. Three Times. More than three times.

30% 30%

40%

Figure 9. Importance of speed reading. Produced by: L Quiñonez, A García, G Vega.

Analysis: Of the 10 teachers surveyed that corresponds to 100%, which is equivalent to 40% state
that there is a lot of importance in teaching speed reading in their students, 3 representing 30% very
important and 3 representing 30% little importance.
Interpretation: It is very important that teachers teach their students to read in quickly as it helps to
improve concentration, vocabulary and through this information retention process is obtained better.

Question N ° 10: Does the teacher ask for constant collaboration at home to review the writting and
reading?
Table:
Table 10. Request for collaboration at home for writing and reading.
Choice of answers. Frequency. Percentage.
Forever. 0 0%
Sometimes. 2 20%
Rarely. 3 30%
Never. 5 50%
Total. 10 100%
Fountain. Survey of EBG seventh-year teachers. Produced by: L Quiñonez, A García, G Vega.
Graphic:

REQUEST FOR COLLABORATION AT HOME FOR

WRITING AND READING.
Sometimes Rarely Never

20%

50%

30%

Figure 10. Request for collaboration at home for writing and reading. Produced by: L Quiñonez, A
García, G Vega.
Analysis: After observing the results, 5 teachers representing 50%. They state that they ask for
collaboration at home every day to review reading and writing, while 3 teachers who represent 30%
expressed that almost every day, they ask collaboration at home and finally 2 teachers who
symbolize 20% mentioned that occasionally ask for collaboration at home to review reading and
writing.
Interpretation: According to the exposed data, half of the respondents. They locate their answer in
that every day they ask for collaboration at home to review. Reading and writing. Which shows the
work that teachers do contributing to the educational training of their students even outside their
educational center, helping their students improve their reading and writing, so it is important that
teachers ask for constant collaboration at home to improve skills and skills of your students

c) Observation
Next, the data obtained from the observation file is presented, which is applied to children in the
seventh year of basic general education, where the positive points of the students and in the future to
be able to strengthen the weaknesses.
Question N ° 1: Do you spell your name correctly?
Table:
Table 1. Spell the name correctly.
Choice of answers. Frequency. Percentage.
Forever. 7 70%
Sometimes. 2 20%
Rarely. 1 10%
Never. 0 0%
Total. 10 100%
Fountain. Observation form of the seventh year GBS children. Produced by: L Quiñonez, A García,
G Vega.
Graphic:
 DO YOU SPELL YOUR NAME CORRECTLY?
Forever Sometimes Rarely

10%

20%

70%

Figure 1. Spell the name correctly. Produced by: L Quiñonez, A García, G Vega.
Analysis: According to the results obtained with the question if the students spell their name
correctly, 7 children representing 70% affirm that Forever; 2 children representing 20% say that
sometimes; and 1 child representing 10% say almost never.
Interpretation: With the data obtained we can conclude that most of the children. They have no
difficulty writing their name, and some children find it difficult to do so.

Question Nº2 Do you recognize personal pronouns?

Table:
Table 2. Recognition of personal pronouns.
Choice of answers. Frequency. Percentage.
Forever. 3 30%
Sometimes. 6 60%
Rarely. 1 10%
Never. 0 0%
Total. 10 100%
Fountain. Observation form of the seventh year GBS children. Produced by: L Quiñonez, A García,
G Vega.
Graphic:
 DO YOU RECOGNIZE PERSONAL
PRONOUNS?
Forever. Sometimes. Rarely.

10%

30%

60%

Figure 2. Recognition of personal pronouns Prepared by: L Quiñonez, A García, G Vega.

Analysis: It was observed that 3 representing 30% of the seventh-grade students of Basic of the
Educational Unit "Abelardo Moncayo" recognize personal pronouns, while 6 that represents 60%
sometimes and 1 that is equivalent to almost 10% never.
Interpretation: Faced with the results obtained, it can be observed that the children of 7th year they
do not recognize all, the personal pronouns, with this observation we can deduce that learning to read
and write is a bit difficult, for better performance school.

Question N ° 3: Do you recognize vowel sounds?

Table.
Table 3. Recognition of the letters of the alphabet.
Choice of answers. Frequency. Percentage.
Forever. 6 60%
Sometimes. 3 30%
Rarely. 1 10%
Never. 0 0%
Total. 10 100%
Fountain. Observation form of the seventh year GBS children. Produced by: L Quiñonez, A García,
G Vega.
Graphic:
 CHILDREN RECOGNIZE VOWEL SOUNDS
Forever Sometimes Rarely

10%

30%
60%

Figure 3. Children recognize vowel sounds. Prepared by: L Quiñonez, A García, G Vega.
Analysis: It was observed that 6 representing 60% of children recognize the vowel sounds, while 3
equals 30% sometimes and 1 represents 10% almost never and 0 represents 0% never.
Interpretation: It is concluded that there is a good recognition of the sound of the vowels, in most
of the boys and girls of the "Abelardo Moncayo" Educational Unit from the city of Atuntaqui, for
this reason it is recommended that the teacher continue to apply methods to improve this situation.

Question N ° 4 Do you read and write complete syllables?

Table.
Table 4. Recognition of the letters of the alphabet.
Choice of answers. Frequency. Percentage.
Forever. 7 70%
Sometimes. 3 30%
Rarely. 0 0%
Never. 0 0%
Total. 10 100%
Fountain. Observation form of the seventh year GBS children. Produced by: L Quiñonez, A García,
G Vega.
Graphic.
 READ AND WRITE COMPLETE SYLLABLES
Forever Sometimes

30%

70%

Figure 4. Read and write complete syllables. Produced by: L Quiñonez, A García, G Vega.
Analysis: As observed in the children of the seventh year of GBS of the Unit Educational "Abelardo
Moncayo", it is concluded that 7 children that is equivalent to 70% who can tell that children have
the ability to read and write complete syllables and 3 children equal to 30% who can read and write
complete syllables despite the fact that the didactic material is attractive to the child.
Interpretation: It can be concluded that in the children of the seventh year EGB of the Unit
Educational ¨Abelardo Moncayo¨ are mostly motivated by the didactic resource and This makes it
easier for them to write and read complete syllables.

Question N ° 5: Do you write the personal pronouns correctly?

Table.

Table 5. Write the personal pronouns correctly.

Choice of answers. Frequency. Percentage.

Forever. 6 60%
Sometimes. 4 40%
Rarely. 0 0%
Never. 0 0%
Total. 10 100%
Fountain. Observation form of the seventh year GBS children. Produced by: L Quiñonez, A García,
G Vega.
Graphic.

WRITE THE PERSONAL PRONOUNS

CORRECTLY
Forever Sometimes

40%

60%

Figure 5. Write the personal pronouns correctly by: L Quiñonez, A García, G Vega.
Analysis: After observing the results of the Educational Unit "Abelardo Moncayo” it is concluded
that the ten teachers who work in the school, 6 which is equivalent to 60% do consider that the
exercises on the worksheets are essential tools for literacy, considering that 4 teachers, equivalent to
40%, do not work with the worksheets for reading and writing.
Interpretation: It is concluded that there is a great result by putting into practice the exercises of the
cards for reading and writing, since the teachers of the seventh year EBG, to continue working with
this tool fundamental to learning.

Question N ° 6: Do you like reading with pictures?

Table.
Table 6. Reading with pictures
Choice of answers. Frequency. Percentage.
Forever. 8 80%
Sometimes. 2 20%
Rarely. 0 0%
Never. 0 0%
Total. 10 100%
Fountain. Observation form of the seventh year GBS children. Produced by: L Quiñonez, A García,
G Vega.
Graphic.

READING WITH PICTURES

Forever Sometimes

20%

80%

Figure 6. Reading with pictures in seventh-year EGB children. Produced by: L Quiñonez, A García,
G Vega.
Analysis: As observed in the children of the seventh year of GBS of the Unit Educational "Abelardo
Moncayo", it is concluded that 8 children that is equivalent to 80% They arouse a greater interest in
reading with pictures and 2 children equivalent to 20% They entertain at times despite having a
reading with pictures to get their attention.
Interpretation: It can be concluded that in the children of the seventh year EGB of the ¨Abelardo
Moncayo¨ mostly are encouraged more with reading than contain pictures as this catches your
attention and sparks your interest in the learning

Question N ° 7: Do you like to play with letters to form words?

Table
Table 7. Play with letters to make words
Choice of answers. Frequency. Percentage.
Forever. 9 90%
Sometimes. 1 10%
Rarely. 0 0%
Never. 0 0%
 Total. 10 100%
Fountain. Observation form of the seventh year GBS children. Produced by: L Quiñonez, A García,
G Vega.
Graphic.

PLAY WITH LETTERS TO MAKE WORDS

Forever Sometimes

10%

90%

Figure 7. Reading with pictures in seventh-year EGB children. Produced by: L Quiñonez, A García,
G Vega.
Analysis: According to what was observed in the "Abelardo Moncayo" Educational Unit, It is
concluded that 10 children who study at the institution 9 which corresponds to 90% always they like
to play with letters to form words as they learn faster, considering that 1 child that equals 1%
sometimes does not like to play with letters to form words either by having some kind of physical or
family problems, almost never and never corresponds to 0%.
Interpretation: A great result is obtained by playing with the letters to form words, since the EBG
seventh-year children of the “Abelardo Moncayo” learn and develop faster to pronounce and
recognize words by such reason it is recommended to work with this game for better learning.

Question N ° 8: Do you participate in the reading and writing activities that the teacher?
Table.
Table 8. Play with letters to make words
Choice of answers. Frequency. Percentage.
Forever. 7 70%
 Sometimes. 3 30%
Rarely. 0 0%
Never. 0 0%
Total. 10 100%
Fountain. Observation form of the seventh year GBS children. Prepared by: L Quiñonez, A García,
G Vega.
Graphic.

PARTICIPATION IN READING ACTIVITIES AND

WRITING
Forever Sometimes

30%

70%

Figure 8. Participation in reading and writing activities. Produced by: L Quiñonez, A García, G
Vega.
Analysis: After observing the results of the Educational Unit "Abelardo Moncayo” it is concluded
that the ten teachers who work in the school, 7 which is equivalent to 70% do consider that the
exercises on the worksheets are essential tools for literacy, considering that 3 teachers, equivalent to
30%, do not work with the exercises of the cards for reading and writing.
Interpretation: It is concluded that there is a great result by putting into practice the exercises of the
cards for reading and writing, since the teachers of the seventh year EBG, of the Educational Unit
"Abelardo Moncayo" recommend that you continue working with this fundamental tool for learning.

Question N ° 9: Do you like to work in a group with your classmates and learn by playing?
Table.
Table 9. You like to work in a group with your classmates and learn by playing
 Choice of answers. Frequency. Percentage.
Forever. 7 70%
Sometimes. 2 20%
Rarely. 1 10%
Never. 0 0%
Total. 10 100%
Fountain. Observation form of the seventh year GBS children. Produced by: L Quiñonez, A García,
G Vega.
Graphic.

YOU LIKE TO WORK IN A GROUP WITH

COMPANIONS AND LEARN BY PLAYING
Forever Sometimes Rarely

10%

20%

70%

Figure 9. You like to work in a group with your classmates and learn by playing. Produced by: L
Quiñonez, A García, G Vega.
Analysis: Examining the results obtained in the observation sheet carried out at Seventh year
children have been able to determine the following: The 7 that represents the 70% of children like to
work in groups with their classmates and learn by playing, 2 which is equivalent to 20% Sometimes,
1 which represents 10% Almost never and 0 represents 0% Never.
Interpretation: Children are very sociable and like to share with their peers, it is when that strength
teachers should take advantage of so that children can learn and play with internalized learning.

Question N ° 10: Is it difficult for you to pronounce personal pronouns?

Table.
Table 10. Difficulty in the pronunciation of personal pronouns.
 Choice of answers. Frequency. Percentage.
Forever. 0 0%
Sometimes. 0 0%
Rarely. 6 60%
Never. 4 40%
Total. 10 100%
Fountain. Observation form of the seventh-year children. Produced by: L Quiñonez, A García, G
Vega.
Graphic.

DIFFICULTY IN THE PRONUNCIATION OF

PERSONAL PRONOUNS.
Rarely Never

40%

60%

Figure 10. Difficulty in the pronunciation of personal pronouns Elaborated by: L Quiñonez, A
García, G Vega.
Analysis: After observing the results, 6 students representing 60% report having difficulties in the
pronunciation of personal pronouns while 4 students representing 40% present always problems with
the pronunciation of personal pronouns.
Interpretation: According to the data presented, more than half of the respondents sometimes have
problems pronouncing personal pronouns. Leaving in evidence the work that must be done to correct
these pronunciation problems in your students by reading and writing.
Annexes.