La lectura de palabras: la influencia del procesamiento fonológico y del método lectoescritor
Phonological awareness and teaching methods implemented in the classroom can influence the development of early reading skills. Specifically, this paper aims at identifying which specific linguistic factors influence reading skills and how the context of classroom instruction can affect this learnin...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2019 |
| País: | España |
| Institución: | Universidad de Sevilla (US) |
| Repositorio: | idUS. Depósito de Investigación de la Universidad de Sevilla |
| OAI Identifier: | oai:idus.us.es:11441/88558 |
| Acceso en línea: | https://hdl.handle.net/11441/88558 |
| Access Level: | acceso abierto |
| Palabra clave: | Método de enseñanza Procesamiento fonológico Proceso de lectura Lectura Alfabetización temprana Teaching methods Phonological awareness Learning processes Reading Early literacy |
| Sumario: | Phonological awareness and teaching methods implemented in the classroom can influence the development of early reading skills. Specifically, this paper aims at identifying which specific linguistic factors influence reading skills and how the context of classroom instruction can affect this learning process. Data have been collected from a sample composed of children belonging to the last year of Childhood Education of two different schools in Seville (State and Private schools) following a quantitative and qualitative methodology. On the one hand, tests related to the students' level of phonological awareness, speed naming and reading comprehension were carried out. On the other hand, interviews and observations to the teachers were conducted in order to get a deeper understanding of their teaching methods, activities and resources used inside the classroom. Results confirm that phonological awareness, letter and pseudo-word reading are strong predictors of word reading. Furthermore, students with a higher level of phonological awareness and reading have received formal instruction through a mixed teaching method combining the phonic and global method. It is evident that these students present a more advanced level of automation. In conclusion, this specific mixed teaching method undoubtedly favours children's reading development. |
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