Estrategias didácticas para fortalecer el reconocimiento de fonemas y la compresión lectora en cuarto año de Educación General Básica.

This case study analyses how the constructivist pedagogical model influences phoneme recognition and reading comprehension in a group of five students. The methods and techniques used in the classroom are examined using a mixed (qualitative) approach, such as phonetic recognition, together with the use of technological and recreational tools. The results obtained from the interview with the teacher indicate that the constructivist model facilitates both phoneme recognition and reading comprehension. Furthermore, analysis of the literature reveals that its application is viable provided that appropriate strategies and methodologies are implemented, actively involving both the teacher and the student. It is concluded that, although the constructivist approach is beneficial, it is essential to complement it with more personalised methods and innovative resources to optimise phonological learning and phoneme recognition in students.