What works to improve early grade literacy in Latin America and the Caribbean? A systematic review and meta-analysis

Los ninos preescolares ya poseen nociones de lectura y escritura porque han desarrollado habilidades linguisticas orales y escritas que se relacionan entre si y, a su vez, con la adquisicion de la lectura y la escritura convencionales. Este articulo de revision tiene como objetivos (a) Describir las relaciones existentes entre lenguaje oral y escrito en los anos preescolares, y (b) Identificar las habilidades concretas del lenguaje del nino preescolar que posibilitan la adquisicion de la lectura y escritura convencionales. Se hizo una busqueda en las bases de datos ERIC y OVID de emergent literacy, phonological awareness, vocabulary, reading, writing, preschoolers y language skills, la cual aporto los componentes del lenguaje oral –habilidades fonologicas y semanticas– que se relacionan con la adquisicion de la lectura y escritura convencionales, asi como una propuesta de analisis en la que se enfatiza el proceso de las habilidades linguisticas orales y escritas para la lectura y escritura en ninos preescolares.

https://dialnet.unirioja.es/descarga/articulo/4798423.pdf

Habilidades lingüísticas orales y escritas para la lectura y escritura en niños preescolares

Resumen es: Este trabajo muestra resultados de una investigacion consistente en una intervencion psicopedagogica en concien - cia fonologica, realizada en 41 pre-esc...

/pdf/intervencion-psicopedagogica-temprana-en-conciencia-36vd8xej63.pdf

Intervención Psicopedagógica Temprana en Conciencia Fonológica como Proceso Metalinguistico a la base de la Lectura en niños de 5 a 6 años socialmente vulnerables

The aim of this descriptive study is to determine the characteristics of reading and writing errors of Colombian children who are in second grade and who don’t present neuropsychological issues. To achieve this goal, 61 children aged between 7 and 9 years old were divided in two groups, the first group was formed by students with high or superior achievement in Spanish, whereas the second group was formed by those with basic or lower achievement in Spanish. Results allowed to identify and compare errors and grammatical categories used from both groups. Differences and similarities were found in both groups such as the following mistakes: omission, substitutions, additions, translocations, orthographic mistakes, mirror-writing, word joining and segmentation. Furthermore, it is implied that these mistakes depend on the reading or writing task to which the child is exposed. We concluded that omission and addition are the most common errors in the sample evaluated. Also, it was found that the occurrence of errors in reading assignments is less common in children from Group A, presenting better precision, and therefore a greater generalization of phonological structure of words. However, a greater number of errors were found in writing tasks with these children due to the larger quantity of written words.

/pdf/analisis-de-los-errores-en-la-lectura-y-en-el-lenguaje-26zindup0s.pdf

Análisis de los errores en la lectura y en el lenguaje escrito en niños de Educación Primaria

Phonological awareness instruction: A program training design for low-income children

Resumen es: Este articulo presenta los resultados de un estudio sobre la conciencia fonologica realizado en preescolares de nivel transicion 2 y escolares de primer ...

/pdf/evaluacion-de-la-conciencia-fonologica-en-parvulos-de-nivel-31e4aftoby.pdf

Evaluación de la conciencia fonológica en párvulos de nivel transición 2 y escolares de primer año básico, pertenecientes a escuelas de sectores vulnerables de la provincia de Concepción, Chile

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Evaluación de la conciencia fonológica en párvulos de nivel transición 2 y escolares de primer año básico, pertenecientes a escuelas de sectores vulnerables de la provincia de Concepción, Chile