Intervenciones tempranas en alfabetización: efectos de la escritura inventada y la conciencia fonológica en la lectura y la escritura
Reading development in literate contexts depends largely on the early strengthening of specific language skills that act as precursors to written language. Among these, phonological awareness and invented writing have demonstrated a differential impact on reading acquisition, particularly in transpa...
| Autores: | , , , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2026 |
| País: | España |
| Institución: | Consejo Superior de Investigaciones Científicas (CSIC) |
| Repositorio: | RUIdeRA. Repositorio Institucional de la UCLM |
| OAI Identifier: | oai:ruidera.uclm.es:10578/47789 |
| Acceso en línea: | https://doi.org/10.17811/rifie.22364 https://reunido.uniovi.es/index.php/AA/article/view/22364/17767 https://hdl.handle.net/10578/47789 |
| Access Level: | acceso abierto |
| Palabra clave: | Alfabetización temprana Conciencia fonológica Early literacy Escritura inventada Invented spelling Lectura Phonological awareness Preescolar Preschool Words reading |
| Sumario: | Reading development in literate contexts depends largely on the early strengthening of specific language skills that act as precursors to written language. Among these, phonological awareness and invented writing have demonstrated a differential impact on reading acquisition, particularly in transparent languages such as Spanish. This study aimed to compare the effects of three intervention methods in five-year-old Spanish-speaking children: computer-mediated phonological awareness, small-group inventedm writing, and a combined intervention. A quasi-experimental design was used with pre- and posttest measurements, in addition to a six-month follow-up assessment. The interventions were applied for eight weeks and assessed through pre- and posttest tests, inmaddition to a six-month follow-up measurement. Although no significant differences were observed between groups, all participants improved their reading skills, including reading new words. However, persistent difficulties in reading pseudowords suggest incomplete consolidation of the phonological pathway. These findings provide empirical evidence on the effectiveness and sustainability of early literacy interventions. |
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