El nombre y el sonido de las letras: ¿conocimientos diferenciables?
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Resumen
El objetivo de este trabajo es analizar el conocimiento del nombre y del sonido de las letras y la relación entre este conocimiento y la adquisición de la escritura. Estudios recientes han sugerido que el nombre y el sonido de las letras constituyen conocimientos relativamente independientes. Un grupo de 51 niños y niñas fueron evaluados al comenzar el 1er año de Educación Primaria mediante pruebas de conocimiento de letras, conciencia fonológica, denominación rápida de letras y habilidades motoras. A fin de año se administró una prueba de escritura de palabras. El análisis de los resultados mostró diferencias estadísticamente significativas entre el conocimiento del nombre y del sonido de las letras y un patrón de correlación diferente entre estos conocimientos y las demás habilidades prelectoras y con la adquisición de la escritura de palabras a fin de año. Se analizan las implicancias educativas de estos resultados.
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Palabras clave
nombre de letras, sonido de letras, escritura de palabras
Número
Sección
Artículos originales
Derechos de autor 2017 Summa Psicológica
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Referencias
Berninger, V. & Graham, S. (1997). Treatment of Handwriting Problems in Beginning Writers: Transfer from Handwriting to Composition. Journal of Educational Psychology, 89, 652-666.
Bravo-Valdivieso, L.; Villalón, M. & Orellana, E. (2006). Predictibilidad del rendimiento en lectura: una investigación de seguimiento entre primer y tercer año. Revista Latinoamericana de Psicología, 38, 9-20.
Byrne, B. & Fielding-Barnsley, R. (1989). Phonemic awareness and letter knowledge in the child’s acquisitions of the alphabetic principle. Journal of Educational Psychology, 80(1), 313-321.
Caravolas, M.; Hulme, C. & Snowling, M.J. (2001). The foundations of spelling ability: Evidence from a 3-year longitudinal study. Journal of Memory & Language, 45, 751-774.
Cardoso-Martins, C. (1995). Sensitivity to rhymes, syllables and phonemes in literacy acquisition in Portuguese. Reading Research Quarterly, 30, 808-828.
Cardoso-Martins, C.; Michalick, M. F. & Pollo, T. C. (2006). Como as crianças com síndrome de Down aprendem a ler?: O papel do conhecimento do nome das letras. Psicologia: Refl exão e Critica, 19, 53–59.
Cardoso-Martins, C. & Pennington, B. (2004). The Relationship between Phoneme Awareness and Rapid Serial Naming Skill and Literacy Acquisition: The Role of Developmental Period and Reading Ability. Scientifi c Studies of Reading, 8(1), 27-52.
Carroll, J. M.; Snowling, M. J.; Hulme, C. & Stevenson, J. (2003). The development of phonological awareness in pre-school children. Developmental Psychology, 39, 913-923.
Cunningham, A. E.; Perry, K.; Stanovich, K. E., & Share, D. L. (2002). Orthographic learning during reading: Examining the role of self-teaching. Journal of Experimental Child Psychology, 82, 185-199.
De Jong, P. A. & Van Der Leij, A. (1999). Specific contributions of phonological Abilities to Early reading acquisition. Journal of Educational Psychology, 91, 450-476.
Denckla, M. B. & Rudel, R. (1976). Rapid automatized naming (RAN): Dyslexia differentiated from other learning disabilities. Neuropsychologia, 14, 471-479.
Ellefson, M. R.; Treiman, R. & Kessler, B. (2009). Learning to label letters by sounds or names: A comparison of England and the United States. Journal of Experimental Child Psychology 102, 323–341.
Evans M. A.; Bell, M.; Shaw, D.; Moretti, S. & Page, J. (2006) Letter names, letter sounds and phonological awareness: An examination of kindergarten children across letters and of letters across children. Reading and Writing, 19, 959–989.
Foy, G. & Mann, V. (2006). Changes in letter sound knowledge are associated with development of phonological awareness in pre-school children. Journal of Research in Reading, 29(2), 143–161.
Gallagher, A.; Frith, U. & Snowling, M. J. (2000). Precursors of literacy-delay among children at genetic risk of dyslexia. Journal of Child Psychology & Psychiatry, 41, 203-213.
Graham, S.; Harris, K. & Fink, B. (2000). Is Handwriting Causally Related to Learning to Write? Treatment of Handwriting Problems in Beginning Writers. Journal of Educational Psychology, 92, 620-633.
Landerl, K., & Wimmer, H. (2008). Development of Word Reading Fluency and Spelling in a Consistent Orthography: An 8-Year Follow-Up. Journal of Educational Psychology, 100(1), 150-161.
Loningan, C. J.; Burgess S. & Anthony, J. L. (2000). Development of emergent literacy and early reading skills in preschool children: Evidence of a latent variable longitudinal study. Development Psychology, 36, 596-613.
Manis, F. R.; Seidenberg, M. S. & Doi, L. M. (1999). See Dick RAN: Rapid naming and the longitudinal pre diction of reading sub skills in first and second grades. Scientific Studies of Reading, 3, 129-157.
Martínez Martín, J. & García Pérez, E. (2004), Diccionario de frecuencias del castellano escrito de niños de 6 a 12 años, Servicio de Publicaciones, Universidad Pontifica de Salamanca.
Muter, V.; Hulme, C.; Snowling, M. & Stevenson, J. (2004). Phonemes, rhymes, vocabulary and grammatical skills as foundation of early reading development: Evidence from a longitudinal study. Development psychology, 40, 665-681.
Muter, V.; Hulme, C.; Snowling, M. & Taylor, S. (1998). Segmentation, not rhyming, predicts early progress in learning to read. Journal of Experimental Child Psychology, 71, 3-27.
Neuhaus, G. F. & Swank, P. R. (2002). Understanding the relation between RAN letters subtest components and word reading in first grade student. Journal of Learning Disabilities, (35)2, 158-174.
Ritchey, K. D. (2007). The building blocks of writing: Learning to write letters and spell words. Reading and writing, 21(1-2), 27-47.
Sánchez Abchi, V.; Borzone, A. M. & Diuk, B. (2007). La escritura de textos en niños pequeños: relación entre la trascripción y la composición. Univ. Psychol. Bogotá (Colombia), 6(3): 559-569.
Scarborough, H. S. (1998). Early identification of children at risk for reading disabilities: Phonological awareness and some other promising predictors. In B. K. Shapiro, P. J. Accardo, & A. J. Capute (Eds.), Specific reading disability: A view of the spectrum (pp. 75-119). Timonium, MD: York Press.
Share D. L.; Jorm, A. F.; Maclean, R. & Matthews, R. (1984). Sources of individual differences in reading acquisition. Journal of Educational Psychology, 76, 1309-1324.
Torppa, M.; Poikkeus, A. M.; Laakso, M. L.; Eklund, K. & Lyytinen, H. (2006). Predicting Delayed Letter Knowledge Development and Its Relation to Grade 1 Reading Achievement among Children with and without Familial Risk for Dyslexia. Developmental Psychology, 42(6), 1128- 1142.
Treiman, R.; Tincoff, R. & Richmond-Welty, E. D. (1996). Letters names help children to connect print and speech. Developmental Psychology, 32, 505-514.
Treiman, R.; Tincoff, R.; Rodriguez, K.; Mouzaki, A. & Francis, D. J. (1998). The foundations of literacy: Learning de sound of letters. Child Development, 69, 1524-1540.
Wagner, R. K.; Torgeson, J. K. & Rashotte, C. A. (1994). Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study. Developmental Psychology, 30, 73-87.
Weschler, D. (1992). Weschler Intelligence Scale for Children-Third Edition UK. New York: Psychological Corporation.
Bravo-Valdivieso, L.; Villalón, M. & Orellana, E. (2006). Predictibilidad del rendimiento en lectura: una investigación de seguimiento entre primer y tercer año. Revista Latinoamericana de Psicología, 38, 9-20.
Byrne, B. & Fielding-Barnsley, R. (1989). Phonemic awareness and letter knowledge in the child’s acquisitions of the alphabetic principle. Journal of Educational Psychology, 80(1), 313-321.
Caravolas, M.; Hulme, C. & Snowling, M.J. (2001). The foundations of spelling ability: Evidence from a 3-year longitudinal study. Journal of Memory & Language, 45, 751-774.
Cardoso-Martins, C. (1995). Sensitivity to rhymes, syllables and phonemes in literacy acquisition in Portuguese. Reading Research Quarterly, 30, 808-828.
Cardoso-Martins, C.; Michalick, M. F. & Pollo, T. C. (2006). Como as crianças com síndrome de Down aprendem a ler?: O papel do conhecimento do nome das letras. Psicologia: Refl exão e Critica, 19, 53–59.
Cardoso-Martins, C. & Pennington, B. (2004). The Relationship between Phoneme Awareness and Rapid Serial Naming Skill and Literacy Acquisition: The Role of Developmental Period and Reading Ability. Scientifi c Studies of Reading, 8(1), 27-52.
Carroll, J. M.; Snowling, M. J.; Hulme, C. & Stevenson, J. (2003). The development of phonological awareness in pre-school children. Developmental Psychology, 39, 913-923.
Cunningham, A. E.; Perry, K.; Stanovich, K. E., & Share, D. L. (2002). Orthographic learning during reading: Examining the role of self-teaching. Journal of Experimental Child Psychology, 82, 185-199.
De Jong, P. A. & Van Der Leij, A. (1999). Specific contributions of phonological Abilities to Early reading acquisition. Journal of Educational Psychology, 91, 450-476.
Denckla, M. B. & Rudel, R. (1976). Rapid automatized naming (RAN): Dyslexia differentiated from other learning disabilities. Neuropsychologia, 14, 471-479.
Ellefson, M. R.; Treiman, R. & Kessler, B. (2009). Learning to label letters by sounds or names: A comparison of England and the United States. Journal of Experimental Child Psychology 102, 323–341.
Evans M. A.; Bell, M.; Shaw, D.; Moretti, S. & Page, J. (2006) Letter names, letter sounds and phonological awareness: An examination of kindergarten children across letters and of letters across children. Reading and Writing, 19, 959–989.
Foy, G. & Mann, V. (2006). Changes in letter sound knowledge are associated with development of phonological awareness in pre-school children. Journal of Research in Reading, 29(2), 143–161.
Gallagher, A.; Frith, U. & Snowling, M. J. (2000). Precursors of literacy-delay among children at genetic risk of dyslexia. Journal of Child Psychology & Psychiatry, 41, 203-213.
Graham, S.; Harris, K. & Fink, B. (2000). Is Handwriting Causally Related to Learning to Write? Treatment of Handwriting Problems in Beginning Writers. Journal of Educational Psychology, 92, 620-633.
Landerl, K., & Wimmer, H. (2008). Development of Word Reading Fluency and Spelling in a Consistent Orthography: An 8-Year Follow-Up. Journal of Educational Psychology, 100(1), 150-161.
Loningan, C. J.; Burgess S. & Anthony, J. L. (2000). Development of emergent literacy and early reading skills in preschool children: Evidence of a latent variable longitudinal study. Development Psychology, 36, 596-613.
Manis, F. R.; Seidenberg, M. S. & Doi, L. M. (1999). See Dick RAN: Rapid naming and the longitudinal pre diction of reading sub skills in first and second grades. Scientific Studies of Reading, 3, 129-157.
Martínez Martín, J. & García Pérez, E. (2004), Diccionario de frecuencias del castellano escrito de niños de 6 a 12 años, Servicio de Publicaciones, Universidad Pontifica de Salamanca.
Muter, V.; Hulme, C.; Snowling, M. & Stevenson, J. (2004). Phonemes, rhymes, vocabulary and grammatical skills as foundation of early reading development: Evidence from a longitudinal study. Development psychology, 40, 665-681.
Muter, V.; Hulme, C.; Snowling, M. & Taylor, S. (1998). Segmentation, not rhyming, predicts early progress in learning to read. Journal of Experimental Child Psychology, 71, 3-27.
Neuhaus, G. F. & Swank, P. R. (2002). Understanding the relation between RAN letters subtest components and word reading in first grade student. Journal of Learning Disabilities, (35)2, 158-174.
Ritchey, K. D. (2007). The building blocks of writing: Learning to write letters and spell words. Reading and writing, 21(1-2), 27-47.
Sánchez Abchi, V.; Borzone, A. M. & Diuk, B. (2007). La escritura de textos en niños pequeños: relación entre la trascripción y la composición. Univ. Psychol. Bogotá (Colombia), 6(3): 559-569.
Scarborough, H. S. (1998). Early identification of children at risk for reading disabilities: Phonological awareness and some other promising predictors. In B. K. Shapiro, P. J. Accardo, & A. J. Capute (Eds.), Specific reading disability: A view of the spectrum (pp. 75-119). Timonium, MD: York Press.
Share D. L.; Jorm, A. F.; Maclean, R. & Matthews, R. (1984). Sources of individual differences in reading acquisition. Journal of Educational Psychology, 76, 1309-1324.
Torppa, M.; Poikkeus, A. M.; Laakso, M. L.; Eklund, K. & Lyytinen, H. (2006). Predicting Delayed Letter Knowledge Development and Its Relation to Grade 1 Reading Achievement among Children with and without Familial Risk for Dyslexia. Developmental Psychology, 42(6), 1128- 1142.
Treiman, R.; Tincoff, R. & Richmond-Welty, E. D. (1996). Letters names help children to connect print and speech. Developmental Psychology, 32, 505-514.
Treiman, R.; Tincoff, R.; Rodriguez, K.; Mouzaki, A. & Francis, D. J. (1998). The foundations of literacy: Learning de sound of letters. Child Development, 69, 1524-1540.
Wagner, R. K.; Torgeson, J. K. & Rashotte, C. A. (1994). Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study. Developmental Psychology, 30, 73-87.
Weschler, D. (1992). Weschler Intelligence Scale for Children-Third Edition UK. New York: Psychological Corporation.