Ni alto, ni medio, ni bajo: identificación de perfiles en tareas de conciencia fonológica en estudiantes de kínder
DOI:
https://doi.org/10.4151/S0718-09342026012101339Keywords:
phonological awareness, preschool, latent profiles, screening, emergent literacyAbstract
Phonological awareness is one of the strongest predictors of reading performance, making its assessment at early stages crucial for the early detection of reading difficulties. However, few studies use developmentally differentiated phonological awareness skills, limiting the ability to evaluate its multidimensionality and, consequently, to provide a more comprehensive diagnosis that allows for timely and appropriate intervention. The purpose of this study was to identify profiles of phonological awareness in kindergarten children considering four tasks: phoneme synthesis, rhymes, initial phoneme recognition, and phoneme segmentation. The participants in this study were 270 children aged between 5.2 and 6.8 years attending schools with different educational dependencies. Using latent profile analysis, three distinct groups with varying levels of performance were identified, primarily differentiated by their skills in phoneme synthesis and phoneme segmentation. These results suggest that kindergarten students exhibit diverse phonological awareness skills, highlighting the need to consider its multidimensionality in both assessment and intervention, given its critical role in reading success.
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