Application of the Cognitive and Psycholinguistic model for reading improvement in 11 institutions in the Constitutional province of Callao

• Autores: Velarde Consoli, Esther Mariza, Meléndez Jara, Magali
• Formato: artículo
• Fecha de Publicación: 2014
• Institución: Universidad Nacional Mayor de San Marcos
• Repositorio: Revista UNMSM - Investigación Educativa
• Lenguaje: español
• OAI Identifier: oai:ojs.csi.unmsm:article/4126
• Enlace del recurso: https://revistasinvestigacion.unmsm.edu.pe/index.php/educa/article/view/4126
• Nivel de acceso: acceso abierto
• Materia: meta-linguistic abilities; phonologic consciousness; reading decodification; verbal memory; oral language; Habilidades metalingüísticas; conciencia fonológica; decodificación lectora; memoria verbal; lenguaje oral

In 2008 a cognitive and psycholinguistic program was applied for reading improvement and other cognitive abilities such as phonologic awareness, verbal memory and oral language in eleven educative institutions in the province of Callao. After the control evaluations, both in pre and post test, a program for the improvement of the phonologic awareness was implemented in three classrooms of pre-elementary education called “Playing with Sounds”, and in eight schools of elementary education, a systematic group of activities for the improvement of decodification and reading comprehension resumed in three texts titled “Carla. Book to start reading and writing” and “Pati, Program to learn how to read and write consonant groups”. The result was that we found important differences after seven months of intervention in almost every educative institution, there were improvements in reading, oral language, phonologic consciousness and verbal memory. We recommend the implementation of these experiences of cognitive and psycholinguistic enrichment in all educative institutions, especially on students with socio-cultural disadvantages.