Conciencia fonológica y lenguaje oral en la decodificación lectora en alumnos del primer grado de primaria - Ventanilla

• Autor: Arrieta Aldave, Nancy Liliana
• Formato: tesis de maestría
• Fecha de Publicación: 2010
• Institución: Universidad San Ignacio de Loyola
• Repositorio: USIL-Institucional
• Lenguaje: español
• OAI Identifier: oai:repositorio.usil.edu.pe:20.500.14005/1073
• Enlace del recurso: https://hdl.handle.net/20.500.14005/1073
• Nivel de acceso: acceso abierto
• Materia: Spoken language; Economic conditions; Standard of living; Infant; Primary schools; Text comprehension; Know-how; Condiciones económicas; Nivel de vida; Escuela primaria; Comprensión lectora; Capacidad cognitiva; Lenguaje hablado; https://purl.org/pe-repo/ocde/ford#5.03.01

This research had as purpose to investigate whether phonological awareness and oral language have relation to the reading decodification. The sample was formed by 30 children from first grade, aged 6 and 7 years old that belows to a school of Ventanilla with a low social economic, who were evaluated with Metalinguistic Abilities Test (MAT) constructed by Gómez, Valero, Buades & Pérez and it was adapted by Panca (2003), the Test Oral Language Assessment (TOL) constructed by Ramos, Cuadrado & Fernández, adapted by Meléndez (2009), the Exploratory Test of Specific Dyslexia (ESDT) constructed by Condemarín (1975) complemented with the procedure elaborated by Berdicewski, Millicic and Orellana. The results show that there exists significant correlation at the level p<0.01 between phonological conscience and reading decodification and oral language and reading decodification. Refering to oral language according to gender we found that the girls have better results than boys, however the difference is not significant.