<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1990-8644</journal-id>
<journal-title><![CDATA[Conrado]]></journal-title>
<abbrev-journal-title><![CDATA[Conrado]]></abbrev-journal-title>
<issn>1990-8644</issn>
<publisher>
<publisher-name><![CDATA[Editorial Universo Sur]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1990-86442022000100084</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Modelo de lectoescritura. Percepciones y retos desde la pedagogía conceptual]]></article-title>
<article-title xml:lang="en"><![CDATA[A literacy model. Perceptions and challenges from the view of conceptual pedagogy]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arteaga Rolando]]></surname>
<given-names><![CDATA[Mary América]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carrión Barco]]></surname>
<given-names><![CDATA[Gilberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Perú</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>02</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>02</month>
<year>2022</year>
</pub-date>
<volume>18</volume>
<numero>84</numero>
<fpage>84</fpage>
<lpage>91</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1990-86442022000100084&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1990-86442022000100084&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1990-86442022000100084&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La lectoescritura se define como un conjunto de habilidades comunicativas que favorecen la construcción de significados y le permiten al individuo desenvolverse en su entorno social. El objetivo planteado está direccionado a determinar el nivel de las habilidades de lectoescritura que presentan los estudiantes de educación básica media, según la percepción de los administrativos y docentes de una institución educativa del norte de Guayaquil y proponer como alternativa de solución, el diseño de un modelo psicopedagógico que fortalezca los procesos que intervienen en la lectura y escritura. La metodología fue cuantitativa con alcance descriptivo y diseño no experimental; para determinar la muestra se empleó el muestreo no probabilístico por conveniencia. La técnica empleada para la recolección de datos fue la encuesta, siendo el instrumento un cuestionario de 25 preguntas. Los resultados demuestran que sólo el 7 % de los estudiantes han logrado desarrollar los procesos de lectoescritura.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Literacy is defined as a set of communicative skills that favor the construction of meanings and allow the individual to develop in their social environment. The aim of this study is to determine the level of literacy skills presented by high school students, according to the perception of administrators and teachers of an educational institution in the north of Guayaquil, and to put forth, as an alternative solution, the design of a psycho-pedagogical model to strengthen the processes involved in reading and writing. The methodology used was quantitative and descriptive, following the non-experimental design; non-probabilistic convenience sampling was used to determine the sample. The technique used for data collection was the survey, consisting of a 25-question questionnaire. The results reveal that only 7% of the students have managed to develop the reading and writing processes.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Lectoescritura]]></kwd>
<kwd lng="es"><![CDATA[pedagogía conceptual]]></kwd>
<kwd lng="es"><![CDATA[modelo psicopedagógico]]></kwd>
<kwd lng="en"><![CDATA[Literacy conceptual pedagogy]]></kwd>
<kwd lng="en"><![CDATA[psychopedagogical model]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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