CHALA MOLINA, Betty    PEREZ PADRON, María Caridad. Reading and motivation of the first grade teacher settle the pedagogical difference. []. , 15, 66, pp. 8-14.   02--2019. ISSN 1990-8644.

The present article socializes the results obtained with 35 first grade teachers of the East of Cali, Colombia, in the year 2017, who were surveyed in two opportunities: In the first, 85% of the teachers affirmed that the children of first grade do not show desire to learn to read and 15% of the teachers surveyed affirmed that they had motivational didactic strategies for their students, each strategy used in the teaching of reading are related to the TIC, and with playful activities. The 15% of the teachers who in the survey ensured success in teaching reading with their students, are following the didactic strategy with playful intervention, proposed by the researcher of this study. Considering the described results, 80% of the teachers asked that the elaborated proposal be socialized and explained, which was applied. In the second application, satisfactory results were shown in the processes, high motivational level of the children by learning to read, advancing in the recognition of the word in its spelling, its hearing and in relation to other words that had an initial syllable or final. The results made clear that for the teaching of reading in first grade, the teacher must be sufficiently motivated and pedagogically prepared, in correspondence with the individuality of the scholar and even making use of certain tools that are part of daily life such as TIC, art and play.

: Learning of reading; didactic strategies; artistic; playful.

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