Habilidades favorecedoras del aprendizaje de la lectura en las primeras edades

Resumen

The study of learning to read has been the subject of much research in recent years. It has been shown that learning to read awareness of phonological structure of speech is required. This is a necessary but not sufficient, since learning to read the child should also establish an appropriate relationship between phonemes and graphemes that represent them. The purpose of this study was to analyze whether learning programs that integrate teaching methods alphabetical linguistic knowledge base along with the development of phonological processing skills decoder process efficiency is enhanced and improved reading comprehension is acquired. A quasi-experimental comparison group design with pretest and posttest measures was used. The study involved 224 students from different public and private schools aged between 4 and 6 years. The results weigh the potential value of the program and support the development of models of teaching the alphabetic knowledge from new educational perspectives on facilitating learning both accuracy and reading comprehension.