Desarrollo de la conciencia fonológica en el inicio del proceso de aprendizaje de la lectura

Abstract

Research in recent years has shown that phonological awareness is an important predictor in the acquisition of reading and also facilitates its learning. It is also known that its development does not hatch in an innate manner, but that it requires an explicit and progressive training of the different levels of which it is composed. The influence of phonological knowledge and reading have been studied mainly when the apprentice already knows how to read; however, it is necessary to deepen these relationships at the moment in which this learning begins. The purpose of this study has been to analyze the facets that most often intervene in the development of phonological awareness when the child performs the first decoding actions, as well as identify which skills contribute the most to phonological development in the first ages. A cross-sectional design has been used that has allowed us to clarify the factors of phonological knowledge that intervene in reading development to a greater extent. 345 students from different public and private schools with ages between 3 and 4 years participated in the study. The results show that the development of phonological awareness increases when the learning process of reading begins and that a factor that must be taken into consideration is the type of phonological skills to be developed since not all of them have the same degree of complexity in the initial period of learning to read.