LITERACY ACQUISITION, PRE-READING SKILLS AND FAMILY LITERACY CONTEXT IN A SAMPLE OF URUGUAYAN CHILDREN
INICIO DE LA ALFABETIZACIÓN, HABILIDADES PRELECTORAS Y CONTEXTO ALFABETIZADOR FAMILIAR EN UNA MUESTRA DE NIÑOS URUGUAYOS
| 2015 | |
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lectura habilidades prelectoras contexto alfabetizador familiar alfabetización temprana reading pre-reading skills family literacy context early literacy |
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| Español | |
| Universidad Católica del Uruguay | |
| LIBERI | |
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https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/161
https://hdl.handle.net/10895/2872 |
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| Acceso abierto |
| Sumario: | The effects of pre-reading skills and family context at the beginning of literacy have significant implications for both theoretical advances and for educational practices related to the acquisition of literacy. The aim of this study was to analyze the relationship between the development of pre-reading skills, understood in terms of emergent literacy, family literacy context and the beginning of literacy in a sample of 56 preschool children. To assess lexical knowledge, metaphonological skills, naming speed and letter recognition, different tests were used, as well as a questionnaire to study the family literacy context of the participating children. The results show a significant relationship between pre-reading skills and the beginning of literacy acquisition as well as the importance of family literacy practices. |
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