The investigation shows the results founded in the field of Reading Comprehension. Starting from the theoretic model of cognitive psychology and psycholinguistics, and in particular the theory of Van Dijk and Kintsch (1983, 1993, 1994). The author explores the problematic of comprehensive reading in a group of children and teenagers with learning disabilities in the province of Callao, trying to know how much can they could intervening in the improvement of their reading weakness, for what we have design and application and an Experimental Program of Treatment. The most important idea of the study was the significant difference in reading comprehension levels reached in the pre test and in the post test, by the group I students after applying the experimental program, and as an important improvement in the student group II.

The study sought to determine if differences exist psycholinguistic and communication among university students, given their different linguistic and sociocultural reality. 20 students of Greater National University of San Marcos (Castilian dialect of coastal riverine), 18 students of the National University San Agustin de Arequipa (Castilian southern Andes) and 28 students of the National University of Huancavelica (Quechua Castilian interlectal condition) was examined ). The brief bilingual Test (González 2006) and experimental psycholinguistic tests was used: auditory perception, lexical processes, semantic and pragmatic processes, both in understanding and oral production. The results showed differences in most dimensions of oral language: comprehension (speech perception, word recognition, syntactic and semantic domain) and production (object recognition, semantic fluency, syntacti...

The investigation shows the results founded in the field of Reading Comprehension. Starting from the theoretic model of cognitive psychology and psycholinguistics, and in particular the theory of Van Dijk and Kintsch (1983, 1993, 1994). The author explores the problematic of comprehensive reading in a group of children and teenagers with learning disabilities in the province of Callao, trying to know how much can they could intervening in the improvement of their reading weakness, for what we have design and application and an Experimental Program of Treatment. The most important idea of the study was the significant difference in reading comprehension levels reached in the pre test and in the post test, by the group I students after applying the experimental program, and as an important improvement in the student group II.

The study sought to determine if differences exist psycholinguistic and communication among university students, given their different linguistic and sociocultural reality. 20 students of Greater National University of San Marcos (Castilian dialect of coastal riverine), 18 students of the National University San Agustin de Arequipa (Castilian southern Andes) and 28 students of the National University of Huancavelica (Quechua Castilian interlectal condition) was examined ). The brief bilingual Test (González 2006) and experimental psycholinguistic tests was used: auditory perception, lexical processes, semantic and pragmatic processes, both in understanding and oral production. The results showed differences in most dimensions of oral language: comprehension (speech perception, word recognition, syntactic and semantic domain) and production (object recognition, semantic fluency, syntacti...

The objective of this research was to know if there were differences in the psychological processes of reading regarding the socio-economic level and gender of 965 students from 1st to 6 th grade of primary from private and public schools of Callao. For this purpose we adapted and created scales for the battery for Reading processes evaluation - revised (PROLEC-R) by. Cuetos, et al (2007). A comparative descriptive design was used. Significant differences according the socioeconomic level in all grades were found in reading comprehension and oral comprehension. It was also found differences in identification of letters and understanding of sentences (except in 6 th) and punctuation (except in second grade). There are no differ rences in the task of identifying “same–different” words and reading of words (except for 1st grade) and pseudowords (except in 1st and 3 rd) reading and gra...

The objective of this research was to know if there were differences in the psychological processes of reading regarding the socio-economic level and gender of 965 students from 1st to 6 th grade of primary from private and public schools of Callao. For this purpose we adapted and created scales for the battery for Reading processes evaluation - revised (PROLEC-R) by. Cuetos, et al (2007). A comparative descriptive design was used. Significant differences according the socioeconomic level in all grades were found in reading comprehension and oral comprehension. It was also found differences in identification of letters and understanding of sentences (except in 6 th) and punctuation (except in second grade). There are no differ rences in the task of identifying “same–different” words and reading of words (except for 1st grade) and pseudowords (except in 1st and 3 rd) reading and gra...

This study was based on the psycholinguistics and cognitive theory believes that learning to read, candidates must have achieved a level of development in phonological awareness, knowledge of written language, verbal memory and semantic and syntactic levels of language oral. In this article we raised the consideration of these variables as predictors of learning reader in first grade children entering primary schools in the region of Callao. To fulfill that purpose, we designed and validated TEST PRE-READING SKILLS (THP), consisting of four subtests, the first to evaluate phonological awareness, the second, which assesses knowledge of the name and sound of the letters, the third which assesses verbal memory, and finally, the fourth which assesses the syntactic and semantic components of oral language. Reliability was estimated by Cronbach’s alpha and Spearman-Brown coefficient. Was det...

This study was based on the psycholinguistics and cognitive theory believes that learning to read, candidates must have achieved a level of development in phonological awareness, knowledge of written language, verbal memory and semantic and syntactic levels of language oral. In this article we raised the consideration of these variables as predictors of learning reader in first grade children entering primary schools in the region of Callao. To fulfill that purpose, we designed and validated TEST PRE-READING SKILLS (THP), consisting of four subtests, the first to evaluate phonological awareness, the second, which assesses knowledge of the name and sound of the letters, the third which assesses verbal memory, and finally, the fourth which assesses the syntactic and semantic components of oral language. Reliability was estimated by Cronbach’s alpha and Spearman-Brown coefficient. Was det...

The objective of this research was to meet the standard of performance of students from third to sixth grade of primary education in the constitutional province of Callao in the psychological processes of writing: lexical, syntactic and planning evaluated through testing that, within the framework of this investigation, we drew up, accept and apply in 804 students from third to sixth grade of four socio-economic levels (a-B); C, D and E) of the constitutional province of Callao. We find that the total sample noted difficulties in the performance of the write in all assessed processes, especially in the drafting of narrative texts and in the allocation of punctuation signs a given text. As regards the second objective of the research that was the find if there are differences in the tasks evaluated according to socioeconomic level are differences in processes lexicons all tasks less in th...