Favoring skills of learning to read in 5 and 6 years students

Authors

  • Raúl Gutiérrez Universidad de Alicante

Keywords:

Reading, phonological awareness, naming speed, comprehension, written language

Abstract

Interest in learning to read as well as the ability to predict the acquisition of this linguistic ability in early age has been the subject of numerous investigations in recent years. In the context, the aim of this study was to analyze the effect that the joint intervention in phonemic awareness, alphabetic naming speed and is knowledge about learning reading during the acquisition process of this linguistic skill. A quasiexperimental design compared between groups with pretest posttest measures and was employed. Participants 408 students aged 5 to 6 years. The experimental group had significantly higher scores than the control tests phonological awareness, rapid naming and knowledge of the written code group achieving higher levels in reading assignments. The results support the development of educational models that integrate these variables for both improving learning reader in the early ages, and for the prevention of difficulties in this linguistic ability, which has important educational implications for reading instruction in the classroom.

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Published

2018-02-26

How to Cite

Gutiérrez, R. (2018). Favoring skills of learning to read in 5 and 6 years students. Revista Signos. Estudios De Lingüística, 51(96). Retrieved from https://revistasignos.cl/index.php/signos/article/view/143

Issue

Vol. 51 No. 96 (2018): March

Section

Articles

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