Efectos del entrenamiento en conciencia fonológica y velocidad de denominación sobre la lectura. Un estudio longitudinal

• González Seijas, Rosa María ^[1] ; Cuetos Vega, Fernando ^[2] ; López Larrosa, Silvia ^[1] ; Vilar Fernández, Juan ^[1]
  1. [1] Universidade da Coruña

     Universidade da Coruña

     A Coruña, España

     
  2. [2] Universidad de Oviedo

     Universidad de Oviedo

     Oviedo, España

     
• Localización: ESE: Estudios sobre educación., ISSN 1578-7001, Nº. 32, 2017, págs. 155-177
• Idioma: español
• DOI: 10.15581/004.32.155-177
• Títulos paralelos:
  • Effects of Fonological Awareness and Naming Speed Training on Reading. A Longitudinal Study
• Enlaces
  • Texto completo
• Dialnet Métricas: 23 Citas
• Resumen
  • español

    Existen una serie de predictores que contribuyen directamente a la precisión y a la velocidad lectora. En este trabajo se analizan los efectos que un programa de instrucción en dos de dichos predictores, “conciencia fonológica” y “velocidad de denominación”, tienen sobre el aprendizaje de la lectura. Los participantes fueron 326 escolares (171 del grupo experimental y 155 del grupo control) que cursaban 2º y 3º de educación infantil y primero de primaria al comenzar la instrucción. Procedían de cuatro colegios (dos públicos y dos concertados). El grupo experimental recibió entrenamiento explícito en conciencia fonológica y velocidad de denominación durante tres cursos, dos días a la semana. El grupo control siguió el plan curricular oficial. El grupo experimental obtuvo puntuaciones significativamente más altas que el grupo control en las pruebas de conciencia fonológica y denominación rápida, y obtuvo mejores puntuaciones en tareas de lectura en los tres primeros cursos de primaria. Los resultados indican que la intervención explícita mejora la precisión y velocidad en la lectura de palabras y de pseudopalabras y orientan la intervención en el aula.

  • English

    Reading predictors directly contribute to reading accuracy and speed. This study analyses the effect of an instructional programme aimed at improving two of these reading predictors, phonological awareness and naming speed. Participants were 326 children (171 in the experimental group and 155 in the control group) in grades second and third year preschool and first year primary school at the onset. They attended four schools (2 public and 2 private). The experimental group was explicitly trained in phonological awareness and naming speed during three consecutive years two days a week. The control group followed the official curriculum. Results show that this explicit intervention improves words and pseudowords reading accuracy and speed and provides keys for future interventions.

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