Exploration of the phonological consciousness and the speed of nominated in students of 3º education infantil and 1º of primary education and its relation with the learning of the lectoscritura

Article Sidebar

PDF (Español (España))
Published: Jul 2, 2016
DOI: https://doi.org/10.17060/ijodaep.2016.n1.v1.271
Keywords:
reading phonological awareness naming speed

Main Article Content

Mª José Rabazo Méndez
Universidad de Extremadura
María García López
Susana Sánchez Herrera
Universidad de Extremadura

Abstract

This article presents a descriptive cross-sectional study comparing the performance in phonemic awareness skills and efficiency in naming letters, numbers, colours and digits in a group of preliterate children as compared to another group of initiated readers. 45 children, 20 from 3rd year of Nursery Education and 25 from 1st year of Primary Education were evaluated using the Rapid  Automatized Naming Test (RAN) and the Test of Phonological Knowledge Assessment (CEEC). Mean comparisons and Pearson correlation contrasts were performed to assess the difference between the groups and to analyse the interrelationships between the variables. The results show significant differences between the two groups, being the students from Primary Education the ones obtaining the best results. This data would be in line with studies on the directionality of causality between phonological awareness and learning to read in the sense that the systematic teaching of reading favours phonological awareness at a phonemic level as well as with those that have revealed the relationship between phonological awareness and rapid naming.

Downloads

Download data is not yet available.

Article Details

How to Cite
Rabazo Méndez, M. J., García López, M., & Sánchez Herrera, S. (2016). Exploration of the phonological consciousness and the speed of nominated in students of 3º education infantil and 1º of primary education and its relation with the learning of the lectoscritura. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 1(1), 83–94. https://doi.org/10.17060/ijodaep.2016.n1.v1.271
Issue
Vol. 1 No. 1 (2016): PSYCHOLOGY, SCIENCE AND PROFESSION. FACING REALITY.
Section
Articles
Authors who publish with this journal agree to the following terms:
 
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to copy and redistribute the material in any medium or format under the following terms:

 

Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.

NonCommercial — You may not use the material for commercial purposes.

NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.

 
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
 
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
 
The authors are responsible to obtain the appropriate permissions to reproduce material (text, images or graphics) from other publications and to quote their origin correctly.
 

References

Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge: MIT Press.

Aguilar, M., Navarro, J. I., Menacho, I., Alcale, C., Marchena, E. y Ramiro, P. (2010). Velocidad de nombrar y conciencia fonológica en el aprendizaje inicial de la lectura. Psicothema, 22(3), 436-442.

Ball, E. y Blachman, B. (1991). Does phoneme awareness training in kindergarten make a difference in early word recognition and developmental spelling? Reading Research Quarterly, 26, 49-66.

Beltrán, J., López-Escribano, C. y Rodríguez, E. (2006). Precursores tempranos de la lectura. En B. Gallardo, C. Hernández y V. Moreno (Eds.). Lingüística clínica y neuropsicología cognitiva. Actas del I Congreso Nacional de Lingüística Clínica (pp.18-26). Valencia: Universitat de Valencia.

Bowers, Patricia G. y Wolf, Maryanne (1993). Theoretical links between naming speed, precise mechanisms, and orthographic skill in dislexia. Reading and Writing: An Interdisciplinary Journal, 5, 69-85.

Byrne, B. y Fielding-Barnsley, R. (1991). Evaluation of a program to teach phonemic awareness to young children. Journal of Educational Psychology, 83(3), 451-455.

Clemente, M. y Domínguez, A. (1999). La enseñanza de la lectura. Madrid: Pirámide.

Clemente, M. (2001). Enseñar a leer. Madrid: Pirámide.

Compton, D. L. (2003). Modeling the relationshio between growth in rapid naming speed and growth in decoding skill in first-grade children. Journal of Educational Psychology, 95, 225-239.

Cunningham, A. E. (1990). Explicit versus implicit instruction in phonemic awareness. Journal of Experimental Child Phychology, 50, 429-444.

Cutting, L. E. y Denkla, M. B. (1999). The relationship of rapid serial naming and Word Reading in normally developing readers: An exploraty model. Reading and Writing: An Interdisciplinary Journal, 14, 673-705.

Defior, S. y Serrano, F. (2011). Procesos fonológicos explícitos e implícitos, lectura y dislexia. Revista Neuropsicología, Neuropsiquiatría, Neurociencias, 11, 79-94.

Denckla, M. y Rudel, R. (1976). Rapid automatized naming (RAN): Dyslexia differentiated from other learning disabilities, Neuropsychologia, 14, 471-479.

Ehri, L. C. (1992). Reconceptualizing the development of sight word reading and its relationship to recoding. En P.B. Gough, L.C. Ehri y R. Treiman (comps.), Reading acquisition (pp.107-143). Hillsdale, NJ: Lawrence Erlbaum Associates.

Gómez-Velázquez, F., González-Garrido, A., Zarabozo, D. y Amano, M. (2010). La velocidad de denominación de letras. El mejor predictor temprano del desarrollo lector en español. Revista Mexicana de Investigación Educativa, 15(46), 823-847.

González, R.M., Cuetos, F., Vilar, J. y Uceira, E. (2015). Efectos de la intervención en conciencia fonológica y velocidad de denominación sobre el aprendizaje de la escritura. Aula Abierta, 43, 1-8. Recuperado de http://apps.elsevier.es/watermark/ctl_servlet_f=10ypident_articulo=90371247ypident_usuario=0ypcontactid=ypident_revista=389yty=141yaccion=Lyorigen=zonadelecturayweb=www.elsevier.esylan=esyfichero=389v43n01a90371247pdf001.pdf.

González, R.M., López, S., Vilar, J. y Rodríguez, A. (2013). Estudio de los predictores de la lectura. Revista de Investigación en educación, 11 (2), 98-100. Recuperado de

Guzmán, R., Jiménez, J., Ortiz, M., Hernández-Valle, I., Estévez, A., Rodrigo, M., García, E., Díaz, A. y Hernández, S. (2004). Evaluación de la velocidad de nombrar en las dificultades de aprendizaje de la lectura. Psicothema, 16, 442-447.

Hulme, D., Hatcher, P. J., Nation, K., Browm, A., Adams, J. y Stuart, G. (2002). Phoneme awareness is a better predictor of early reading skill than onset-rime awareness. Journal of Experimental Child Psichology, 8, 2-28.

Jiménez, J. E. y O’Shanahan, I. (2008). Enseñanza de la lectura: de la teoría y la investigación a la práctica educativa. Revista Iberoamericana de Educación, 45(5), 1-22.

Jiménez, J. E. (2009). Manual para la evaluación inicial de la lectura en niños de educación primaria. Elaborado por RTI Internacional para la Oficina de Desarrollo Económico, Agricultura y Comercio, Agencia de los Estados Unidos para el Desarrollo Internacional, con la adaptación realizada al español por el consultor Juan E. Jiménez.

Kirby, J. R., Parrila, R. K. y Pfeiffer, S. L. (2003). Naming speed and phonological awareness as predictors of reading development. Journal of Educational Psychology, 95(3), 453-464.

Kjeldsen, C. Niemi, P. y Olofsson, A. (2003). Training phonological awareness in kindergarten level children: consistency is more important than quantity. Learning and Instruction, 13(4), 349-365.

López-Escribano, C. (2007). Contribuciones de la neurociencia al diagnóstico y tratamiento educativo de la dislexia del desarrollo. Revista de Neurología, 44(3), 173-180.

López-Escribano, C. y Beltrán, J. (2009). Early predictors of Reading in three groups of native spanish speakers: spaniards, gypsies, and latin americans. The Sapnish Journal os Psychology, 12(1), 84-95.

Manis, F. R., Doi, L. M. y Bhadha, B. (2000). Naming speed, phonological awareness and orthographic knowledge in second graders. Journal of Learning Disabilities, 33(4), 325-333.

Manis, F.R., Seidenberg, M.S., y Doi, L.M. (1999). See Dick RAN: Rapid naming and the longitudinal prediction of reading subskills in first and second graders. Scientific Studies of Reading, 3, 129-158.

Marí, M.I., Gil, M.D., Ceccato, R., Cano, M. R. y Cisternas, Y. (2012). Los hábitos lectores familiares en el inicio de la lectura. International Journal of Developmental and Educational Psychology. INFAD Revista de Psicología, 1(2), 185-194.

Meyer, M.S., Wood, F.B., Hart, L.A. y Felton, R.H. (1998). The selective predictive values in rapid automatized naming within poor readers. Journal of Learning Disabilities, 31, 106-117.

Montero, I. y León, O. (2007). A guide for naming research studies in Psychology. International Journal of Clinical and Health Psychology, 7(3), 847-862.

Ramos, J. L. y Cuadrado, I. (2006). Prueba para la Evaluación del Conocimiento Fonológico. Madrid: EOS.

Schatschneider, C., Fletcher, J. M., Francis, D. J., Carlson, C. D. y Foorman, B. R. (2004). Kindergarten prediction of Readinf skills: A longitudinal comparative analysis. Journal of Educational Psychology, 96, 265-282.

Sellés, P. (2006). Estado actual de la evaluación de los predictores y de las habilidades relacionadas con el desarrollo inicial de la lectura. Aula Abierta, 88, 53-72.

Suárez-Coalla, P., García, M. y Cuetos, F. (2013). Variables predictoras de la lectura y la escritura en castellano. Infancia y Aprendizaje, 36(1), 77-89.

Torgesen, J. (2000). Individual differences in response to early interventions in reading: the lingering problem of treatment resisters. Learning Disabilities Research y Practice, 15(1), 55-64.

Van den Bos, K.P., Zijlstra, B.H.J. y Spelberg, H.C. (2002). Life-Span data on continuous-naming speeds of numbers, letters, colors, and picture-objects, and word-reading speed. Scientific Studies of Reading, 6, 25-49.

Vellutino, F., Scanlon, D. y Spearing, D. (1995). Semantic and phonological coding in poor and normal readers. Journal of Experimental Child Psychology, 59 (1), 76-123.

Windfuhr, K. y Snowling, M. J. (2001). The relationship between paired associate learning and phonological skills in normally developingreaders. Journal of Experimental Child Psychology,

(2), 160-173.