Publication: Los precursores cognitivos tempranos de la
lectura inicial: un modelo de aprendizaje en niños
de 6 a 8 años
Authors
Calle Cabrera, Ana María de la ; Guzmán-Simón, Fernando ; García Jiménez, Eduardo
item.page.secondaryauthor
item.page.director
Publisher
Universidad de Murcia. Servicio de Publicaciones
publication.page.editor
publication.page.department
DOI
http://dx.doi.org/10.6018/rie.37.2.312661
item.page.type
info:eu-repo/semantics/article
Description
Abstract
Los estudios en alfabetización temprana han analizado las relaciones antecedentes entre
las habilidades cognitivas en la Educación Infantil y el logro de la lectura durante el proceso
de aprendizaje instructivo. Esta investigación describe la capacidad de predicción de ciertas
habilidades cognitivas en las primeras etapas instruccionales del aprendizaje lector en español.
Los participantes de este estudio fueron 362 niños españoles evaluados por primera vez en 2o y
3o de Educación Infantil. Los instrumentos empleados en las evaluaciones de las competencias
lingüísticas han sido la Batería de Inicio a la Lectura, la Batería de Evaluación de los Procesos
Lectores, The Rapid Automatized Naming Test y el Test de Lectura y Escritura en Español. Los
resultados delimitaron un modelo de ecuaciones estructurales para la predicción del rendimiento
lector inicial en 1o y 2o de Educación Primaria. El modelo alcanzado, Modelo de Aprendizaje
en la Lectura Inicial, delimitó las relaciones entre las habilidades del lenguaje oral y las habili-
dades relacionadas con el código escrito que actuaron como precursores del rendimiento lector
inicial. El desempeño en la tarea de velocidad de denominación de letras en Educación Infantil
se presentó como el mejor precursor de la eficiencia lectora en 1o y 2o de Educación Primaria. Los hallazgos del estudio realizan una contribución significativa a la investigación en alfabe-
tización temprana en español como referente para el desarrollo de actuaciones pedagógicas y
el logro de éxito lector.
Early literacy studies analyzes the antecedent relationships between cognitive skills in preschool education and achievement of reading during the instructional learning process. This study describes the predictive capacity of certain cognitive abilities in the early instructional stages of Spanish learning. The participants of this study was 362 Spanish children evaluated in 2nd and 3rd year of Early Childhood Education (children aged 4 to 6 years) at the first time. The instruments used in the assessments of language skills have been the Beginning Reading Battery, the Reading Process Assessment Battery, The Rapid Automatized Naming Test and the Reading and Writing Test in Spanish. The results delimited a model of structural equations for the prediction of initial reading performance in 1st and 2nd year of Primary Education (6 to 8 years). The model reached, Learning Model in the Initial Reading, delimited the relations between the oral language skills and the skills related to the code that acts as precursors of the initial reader performance. The performance in the task of letters-naming speed at 2nd and 3rd of Early Childhood Education was presented as the best precursor of reading efficiency at 1st and 2nd year of Primary Education. The findings of study make a significant contribution to early literacy research in Spanish as a reference to develop of pedagogical actions for the achievement of reader success.
Early literacy studies analyzes the antecedent relationships between cognitive skills in preschool education and achievement of reading during the instructional learning process. This study describes the predictive capacity of certain cognitive abilities in the early instructional stages of Spanish learning. The participants of this study was 362 Spanish children evaluated in 2nd and 3rd year of Early Childhood Education (children aged 4 to 6 years) at the first time. The instruments used in the assessments of language skills have been the Beginning Reading Battery, the Reading Process Assessment Battery, The Rapid Automatized Naming Test and the Reading and Writing Test in Spanish. The results delimited a model of structural equations for the prediction of initial reading performance in 1st and 2nd year of Primary Education (6 to 8 years). The model reached, Learning Model in the Initial Reading, delimited the relations between the oral language skills and the skills related to the code that acts as precursors of the initial reader performance. The performance in the task of letters-naming speed at 2nd and 3rd of Early Childhood Education was presented as the best precursor of reading efficiency at 1st and 2nd year of Primary Education. The findings of study make a significant contribution to early literacy research in Spanish as a reference to develop of pedagogical actions for the achievement of reader success.
publication.page.subject
Citation
item.page.embargo
Ir a Estadísticas
Este ítem está sujeto a una licencia Creative Commons. http://creativecommons.org/licenses/by-nc-nd/4.0/