Evaluación de los efectos a largo plazo de la enseñanza de habilidades de análisis fonológico en el aprendizaje de la lectura y de la escritura
ISSN: 0210-3702, 1578-4126
Ano de publicación: 1996
Número: 76
Páxinas: 83-96
Tipo: Artigo
Outras publicacións en: Journal for the Study of Education and Development, Infancia y Aprendizaje
Resumo
The long-term effects of teaching phonological analysis skills to preschool children were evaluated by assessing their reading and spelling performance in grade 2. In an earlier study (Domínguez, 1992), 48 preschool children, divided into three experimental and one control groups, were taught these skills. At the beginning of grade 2 (study 2), the reading and spelling performance of 39 of the children was assessed. The results of study 1 showed that it is possible to develop phonological skills in preschool children through explicit training. Teaching phonological skills was also found to have a facilitating effect on subsequent reading and writing acquisition. The results of study 2 indicate that these positive effects could still be evidenced in grade 2. The implications of these results for educational practice are discussed