Factors that induce of alphabetic knowledge in pre-reading students
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Abstract
Knowledge about the process of learning to read at an early age is a factor on which numerous investigations have been carried out in recent years. It is known that there are a series of pre-reading skills that facilitate their acquisition, however, it is necessary to delve into the contributions that these present at the beginning of the literacy process. The objective of this work has focused on analyzing the relationships and the predictive value that certain skills associated with early learning can have in accessing the acquisition of alphabetic knowledge, as this is one of the most important factors involved in learning the reading. A descriptive cross-sectional design with a correlational-predictive scope was used. The study involved 236 students aged between 4 and 5 years. The results show the relevance that early stimulation in a series of reading precursors, including phonological awareness, oral language and certain cognitive processes, has on access to alphabetic knowledge.
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