Effects of a program of phonological consciencie in the learning of the reading and the writing
DOI:
https://doi.org/10.5944/reop.vol.28.num.2.2017.20117Keywords:
reading, writing, spoken language, written language, interventionAbstract
ABSTRACT
Many 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.
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