Aplicación de un programa de conciencia fonológica en el desarrollo de alfabetización temprana en Educación Primaria
DOI:
https://doi.org/10.34236/w86nf648Palabras clave:
Conciencia fonológica, Alfabetización temprana, Educación PrimariaResumen
El objetivo de este estudio es determinar el efecto de la enseñanza de la conciencia fonológica en el desarrollo de las destrezas de alfabetización temprana (codificación fonológica, conciencia de la letra impresa y adquisición de vocabulario) de alumnos de primer curso de Educación Primaria. La investigación utilizó un diseño cuasi-experimental secuencial llevado a cabo con 43 alumnos divididos en un grupo experimental (22) y un grupo control (21) a los que se les administró una Prueba de Evaluación de Conciencia Fonológica (PECO), una Prueba de retención de pseudopalabras, un Test de procesamiento fonológico y de letra impresa y un Test Peabody de vocabulario, antes y después del procedimiento experimental. La aplicación de un programa específico de conciencia fonológica durante siete semanas a los alumnos del grupo experimental durante dio como resultado un impacto de alto nivel en el desarrollo de las habilidades de alfabetización temprana medidas previamente.
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