Publicación: Aplicación de estrategias cognitivas y metacognitivas en el uso del castellano escrito en estudiantes con discapacidad auditiva
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In this research, cognitive and metacognitive strategies are applied to students with hearing disabilities through the development of written competence by means of grammatical and syntactic elements in spanish. This development leads us to affirm that deaf people are active in both social and cultural writings. This paper describes the linguistic needs that respond to the educational intervention through the systematic study of the elements of cohesion, which allows for learning the possibilities that the application of written Spanish in communicative processes could have for deaf people. The selected sample demonstrated interactions with the group of hearing students in the same grade; dialogue and argumentation made the verbal and non-verbal sign systems that are part of the human linguistic capacity more evident. In addition, these pedagogical strategies raise student’s academic level, where it was shown that written language is an instrument that provides deaf people with a meaningful vision of reality, noting also significant advances in the mainstreaming of other subjects.