Publication: Facilitators of the learning process of writing in early ages
Authors
Gutiérrez, Raúl
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Publisher
Universidad de Murcia
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DOI
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info:eu-repo/semantics/article
Description
Abstract
El estudio del aprendizaje de la escritura en las primeras edades
ha sido objeto de numerosas investigaciones en los últimos años. Actual-
mente se sabe que en las lenguas de escritura alfabética como la nuestra,
aprender a escribir requiere tanto del conocimiento alfabético como de la
toma de conciencia de la estructura fonológica del habla, siendo el desarro-
llo del lenguaje oral una habilidad necesaria para el aprendizaje de la lengua
escrita. Sin embargo, son escasos los trabajos que se han realizado con la fi-
nalidad de conocer las vinculaciones existentes entre estas habilidades y el
aprendizaje inicial de la escritura. El propósito de este trabajo fue analizar si
con programas que integren el fomento del lenguaje oral junto con el desa-
rrollo de las habilidades de procesamiento fonológico y el conocimiento al-
fabético se favorece la eficacia del proceso de aprendizaje de la escritura. Se
empleó un diseño cuasi-experimental de comparación entre grupos con
medidas pretest y postest. En el estudio participaron 403 alumnos de dife-
rentes centros públicos y concertados con edades comprendidas entre los 5
y los 6 años. Los resultados ponderan el valor potencial del programa y
apoyan el desarrollo de modelos de enseñanza que facilitan el acceso al co-
nocimiento alfabético desde nuevas perspectivas educativas en cuanto que
se favorece el aprendizaje del sistema de la escritura.
The study of learning to write at an early age has been the sub- ject of much research in recent years. We now know that in languages of alphabetic writing like ours, learning to write requires both alphabetical knowledge and the awareness of the phonological structure of speech, with the development of spoken language a necessary skill for learning written language. However, few studies have been conducted in order to under- stand the link between these skills and the initial learning to write. The purpose of this study was to examine whether programs that integrate the promotion of oral language along with the development of phonological processing skills and alphabetical knowledge favour effectiveness of the written learning process. A quasi-experimental comparison group design with pre-test and post-test measures was used. The study involved 403 stu- dents from different public and private schools aged between 5 and 6. The results weigh the potential value of the program and support the develop- ment of teaching models that provide access to alphabetic knowledge from new educational perspectives that facilitate the learning of the writing sys- tem.
The study of learning to write at an early age has been the sub- ject of much research in recent years. We now know that in languages of alphabetic writing like ours, learning to write requires both alphabetical knowledge and the awareness of the phonological structure of speech, with the development of spoken language a necessary skill for learning written language. However, few studies have been conducted in order to under- stand the link between these skills and the initial learning to write. The purpose of this study was to examine whether programs that integrate the promotion of oral language along with the development of phonological processing skills and alphabetical knowledge favour effectiveness of the written learning process. A quasi-experimental comparison group design with pre-test and post-test measures was used. The study involved 403 stu- dents from different public and private schools aged between 5 and 6. The results weigh the potential value of the program and support the develop- ment of teaching models that provide access to alphabetic knowledge from new educational perspectives that facilitate the learning of the writing sys- tem.
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