DEVELOPMENT OF PHONEMIC AWARENESS: ASSESSMENT OF AN INTERVENTION PROGRAM
DESARROLLO DE LA CONCIENCIA FONÉMICA: EVALUACIÓN DE UN PROGRAMA DE INTERVENCIÓN
| 2009 | |
|
Lectura conciencia fonológica habilidades metalingüísticas conocimiento prelector Reading phonological awareness meta-linguistic skills preliterate knowledge |
|
| Español | |
| Universidad Católica del Uruguay | |
| LIBERI | |
|
https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/149
https://hdl.handle.net/10895/2861 |
|
| Acceso abierto |
| _version_ | 1815178697747988480 |
|---|---|
| author | Trías, Daniel |
| author2 | Cuadro, Ariel Costa Ball, Daniel |
| author2_role | author author |
| author_facet | Trías, Daniel Cuadro, Ariel Costa Ball, Daniel |
| author_role | author |
| collection | LIBERI |
| dc.creator.none.fl_str_mv | Trías, Daniel Cuadro, Ariel Costa Ball, Daniel |
| dc.date.accessioned.none.fl_str_mv | 2023-08-31T18:52:28Z |
| dc.date.available.none.fl_str_mv | 2023-08-31T18:52:28Z |
| dc.date.none.fl_str_mv | 2009-11-30 |
| dc.description.en-US.fl_txt_mv | The present longitudinal study addresses the assessment of a training program on phonemic awareness in the acquisition of written language. Fifty-one preschool children participated in this research. The participants were assigned to three different experimental conditions: phonological awareness and graphemes, phonological awareness and control group. Throughout schooling, phonological awareness, letter and word recognition and reading fluency were assessed. Initiating the first year of primary school, the participants are already familiar with the written language, they reach higher levels of phonological awareness and word recognition. Regarding the experimental condition, the group trained in phonological awareness and graphemes sustains higher levels in segmentation and word reading, although the gap is not statistically significant. Additionally, differences are not observed when considering the reading fluency in third grade. These results shall be interpreted taking into consideration the bidirectional causal relationship between phonological awareness and reading, which accelerates the development process in a transparent language such as Spanish. |
| dc.description.es-ES.fl_txt_mv | En un estudio longitudinal se busca evaluar el impacto del entrenamiento en conciencia fonémica en la adquisición del lenguaje escrito. Participaron 51 niños de Educación Inicial. Se asignaron a tres condiciones experimentales: conciencia fonológica y grafemas, conciencia fonológica y grupo control. En distintos momentos de la escolaridad se evaluó: conciencia fonémica, reconocimiento de letras y de palabras y fluencia lectora. Iniciado Primer Año los participantes están ya familiarizados con el lenguaje escrito, alcanzan altos niveles de conciencia fonémica y reconocen palabras. Considerando la condición experimental, el grupo entrenado en conciencia fonológica y grafemas mantiene niveles más altos en segmentación y lectura de palabras, aunque la brecha no resulta estadísticamente significativa. Tampoco se observan diferencias al comparar la fluencia lectora en tercer año. Estos resultados deben interpretarse desde la relación causal bidireccional entre conciencia fonológica y lectura que acelera los procesos de desarrollo en una lengua transparente como el castellano. |
| dc.format.none.fl_str_mv | application/pdf |
| dc.identifier.none.fl_str_mv | https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/149 10.22235/cp.v3i2.149 |
| dc.identifier.uri.none.fl_str_mv | https://hdl.handle.net/10895/2861 |
| dc.language.iso.none.fl_str_mv | spa |
| dc.publisher.es-ES.fl_str_mv | Universidad Católica del Uruguay |
| dc.relation.none.fl_str_mv | https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/149/133 |
| dc.rights.es-ES.fl_str_mv | Derechos de autor 2009 Ciencias Psicológicas http://creativecommons.org/licenses/by/4.0 |
| dc.rights.none.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.source.en-US.fl_str_mv | Ciencias Psicológicas; 2009; Volumen 3 (2); 177-184 |
| dc.source.es-ES.fl_str_mv | Ciencias Psicológicas; 2009; Volumen 3 (2); 177-184 |
| dc.source.none.fl_str_mv | 1688-4221 10.22235/cp.v3i2 reponame:LIBERI instname:Universidad Católica del Uruguay instacron:Universidad Católica del Uruguay |
| dc.source.pt-PT.fl_str_mv | Ciencias Psicológicas; 2009; Volumen 3 (2); 177-184 |
| dc.subject.en-US.fl_str_mv | Reading phonological awareness meta-linguistic skills preliterate knowledge |
| dc.subject.es-ES.fl_str_mv | Lectura conciencia fonológica habilidades metalingüísticas conocimiento prelector |
| dc.title.none.fl_str_mv | DEVELOPMENT OF PHONEMIC AWARENESS: ASSESSMENT OF AN INTERVENTION PROGRAM DESARROLLO DE LA CONCIENCIA FONÉMICA: EVALUACIÓN DE UN PROGRAMA DE INTERVENCIÓN |
| dc.type.none.fl_str_mv | info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
| dc.type.version.none.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | The present longitudinal study addresses the assessment of a training program on phonemic awareness in the acquisition of written language. Fifty-one preschool children participated in this research. The participants were assigned to three different experimental conditions: phonological awareness and graphemes, phonological awareness and control group. Throughout schooling, phonological awareness, letter and word recognition and reading fluency were assessed. Initiating the first year of primary school, the participants are already familiar with the written language, they reach higher levels of phonological awareness and word recognition. Regarding the experimental condition, the group trained in phonological awareness and graphemes sustains higher levels in segmentation and word reading, although the gap is not statistically significant. Additionally, differences are not observed when considering the reading fluency in third grade. These results shall be interpreted taking into consideration the bidirectional causal relationship between phonological awareness and reading, which accelerates the development process in a transparent language such as Spanish. |
| eu_rights_str_mv | openAccess |
| format | article |
| id | LIBERI_6ae892a3b586cabc2a52ae25c820cbc7 |
| identifier_str_mv | 10.22235/cp.v3i2.149 |
| instacron_str | Universidad Católica del Uruguay |
| institution | Universidad Católica del Uruguay |
| instname_str | Universidad Católica del Uruguay |
| language | spa |
| network_acronym_str | LIBERI |
| network_name_str | LIBERI |
| oai_identifier_str | oai:liberi.ucu.edu.uy:10895/2861 |
| publishDate | 2009 |
| reponame_str | LIBERI |
| repository.mail.fl_str_mv | franco.pertusso@ucu.edu.uy |
| repository.name.fl_str_mv | LIBERI - Universidad Católica del Uruguay |
| repository_id_str | 10342 |
| rights_invalid_str_mv | Derechos de autor 2009 Ciencias Psicológicas http://creativecommons.org/licenses/by/4.0 |
| spelling | Trías, DanielCuadro, ArielCosta Ball, Daniel2009-11-302023-08-31T18:52:28Z2023-08-31T18:52:28Zhttps://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/14910.22235/cp.v3i2.149https://hdl.handle.net/10895/2861The present longitudinal study addresses the assessment of a training program on phonemic awareness in the acquisition of written language. Fifty-one preschool children participated in this research. The participants were assigned to three different experimental conditions: phonological awareness and graphemes, phonological awareness and control group. Throughout schooling, phonological awareness, letter and word recognition and reading fluency were assessed. Initiating the first year of primary school, the participants are already familiar with the written language, they reach higher levels of phonological awareness and word recognition. Regarding the experimental condition, the group trained in phonological awareness and graphemes sustains higher levels in segmentation and word reading, although the gap is not statistically significant. Additionally, differences are not observed when considering the reading fluency in third grade. These results shall be interpreted taking into consideration the bidirectional causal relationship between phonological awareness and reading, which accelerates the development process in a transparent language such as Spanish.En un estudio longitudinal se busca evaluar el impacto del entrenamiento en conciencia fonémica en la adquisición del lenguaje escrito. Participaron 51 niños de Educación Inicial. Se asignaron a tres condiciones experimentales: conciencia fonológica y grafemas, conciencia fonológica y grupo control. En distintos momentos de la escolaridad se evaluó: conciencia fonémica, reconocimiento de letras y de palabras y fluencia lectora. Iniciado Primer Año los participantes están ya familiarizados con el lenguaje escrito, alcanzan altos niveles de conciencia fonémica y reconocen palabras. Considerando la condición experimental, el grupo entrenado en conciencia fonológica y grafemas mantiene niveles más altos en segmentación y lectura de palabras, aunque la brecha no resulta estadísticamente significativa. Tampoco se observan diferencias al comparar la fluencia lectora en tercer año. Estos resultados deben interpretarse desde la relación causal bidireccional entre conciencia fonológica y lectura que acelera los procesos de desarrollo en una lengua transparente como el castellano.application/pdfspaUniversidad Católica del Uruguayhttps://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/149/133Derechos de autor 2009 Ciencias Psicológicashttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessCiencias Psicológicas; 2009; Volumen 3 (2); 177-184Ciencias Psicológicas; 2009; Volumen 3 (2); 177-184Ciencias Psicológicas; 2009; Volumen 3 (2); 177-1841688-422110.22235/cp.v3i2reponame:LIBERIinstname:Universidad Católica del Uruguayinstacron:Universidad Católica del UruguayLecturaconciencia fonológicahabilidades metalingüísticasconocimiento prelectorReadingphonological awarenessmeta-linguistic skillspreliterate knowledgeDEVELOPMENT OF PHONEMIC AWARENESS: ASSESSMENT OF AN INTERVENTION PROGRAMDESARROLLO DE LA CONCIENCIA FONÉMICA: EVALUACIÓN DE UN PROGRAMA DE INTERVENCIÓNinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/publishedVersion10895/28612023-08-31 15:52:28.475oai:liberi.ucu.edu.uy:10895/2861Universidadhttps://www.ucu.edu.uy/https://liberi.ucu.edu.uy/oai/requestfranco.pertusso@ucu.edu.uyUruguayopendoar:103422023-08-31T18:52:28LIBERI - Universidad Católica del Uruguayfalse |
| spellingShingle | DEVELOPMENT OF PHONEMIC AWARENESS: ASSESSMENT OF AN INTERVENTION PROGRAM Trías, Daniel Lectura conciencia fonológica habilidades metalingüísticas conocimiento prelector Reading phonological awareness meta-linguistic skills preliterate knowledge |
| status_str | publishedVersion |
| title | DEVELOPMENT OF PHONEMIC AWARENESS: ASSESSMENT OF AN INTERVENTION PROGRAM |
| title_full | DEVELOPMENT OF PHONEMIC AWARENESS: ASSESSMENT OF AN INTERVENTION PROGRAM |
| title_fullStr | DEVELOPMENT OF PHONEMIC AWARENESS: ASSESSMENT OF AN INTERVENTION PROGRAM |
| title_full_unstemmed | DEVELOPMENT OF PHONEMIC AWARENESS: ASSESSMENT OF AN INTERVENTION PROGRAM |
| title_short | DEVELOPMENT OF PHONEMIC AWARENESS: ASSESSMENT OF AN INTERVENTION PROGRAM |
| title_sort | DEVELOPMENT OF PHONEMIC AWARENESS: ASSESSMENT OF AN INTERVENTION PROGRAM |
| topic | Lectura conciencia fonológica habilidades metalingüísticas conocimiento prelector Reading phonological awareness meta-linguistic skills preliterate knowledge |
| url | https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/149 https://hdl.handle.net/10895/2861 |
