Efectos de un programa de conciencia fonológica en el aprendizaje de la lectura y la escritura

ABSTRACTMany studies conducted in recent oriented to understand the factors that favor the acquisition of written language in the early ages years. In the languages of alphabetic writing like ours there is agreement on the importance presents awareness of the phonological structure of speech in the acquisition of literacy. However, to be determined if this has greater relevance in learning reading or writing. The purpose of this study was to analyze the influence presents phonological awareness in the acquisition of reading and writing by implementing an educational program that encourages the development of phonological skills.The purpose of this study was twofold: on the one hand, analyze the influence presenting phonological awareness in the acquisition of reading and writing in a differentiated manner, and secondly, to provide an educational program that encourages the development of phonological skills. a quasi-experimental design compared between groups with pretest posttest measures and was employed. The study involved 435 first-year students of primary education. The results indicate the importance that presents phonological awareness in the initial learning of written language, even though, more important in the acquisition process of writing. Similarly, the potential employee program which facilitates application in classroom practice is evident value.RESUMENSon muchos los trabajos realizados en los últimos años orientados a conocer los factores que favorecen la adquisición del lenguaje escrito en las primeras edades. En las lenguas de escritura alfabética como la nuestra existe acuerdo en la importancia que presenta la toma de conciencia de la estructura fonológica del habla en la adquisición del lenguaje escrito. El propósito de este estudio ha consistido en analizar la influencia que presenta la conciencia fonológica en la adquisición de la lectura y en la escritura mediante la implementación de un programa de enseñanza que favorece el desarrollo de las habilidades fonológicas. Se empleó un diseño cuasi-experimental de comparación entre grupos con medidas pretest y postest. En el estudio participaron 435 alumnos de primer curso de Educación Primaria. Los resultados señalan la relevancia que presenta el conocimiento fonológico en el aprendizaje inicial del lenguaje escrito, a la vez que pondera el valor potencial del programa y apoya el desarrollo de modelos de enseñanza que integren este tipo de prácticas didácticas para su aplicación en la dinámica del aula. ABSTRACTMany studies conducted in recent oriented to understand the factors that favor the acquisition of written language in the early ages years. In the languages of alphabetic writing like ours there is agreement on the importance presents awareness of the phonological structure of speech in the acquisition of literacy. However, to be determined if this has greater relevance in learning reading or writing. The purpose of this study was to analyze the influence presents phonological awareness in the acquisition of reading and writing by implementing an educational program that encourages the development of phonological skills.The purpose of this study was twofold: on the one hand, analyze the influence presenting phonological awareness in the acquisition of reading and writing in a differentiated manner, and secondly, to provide an educational program that encourages the development of phonological skills. a quasi-experimental design compared between groups with pretest posttest measures and was employed. The study involved 435 first-year students of primary education. The results indicate the importance that presents phonological awareness in the initial learning of written language, even though, more important in the acquisition process of writing. Similarly, the potential employee program which facilitates application in classroom practice is evident value