El desarrollo del conocimiento de los componentes y funciones del lenguaje escrito en estudiantes prelectores

Abstract

Knowledge of written language in pre-readers has been shown to be a determining factor in reading acquisition success. This knowledge refers to the identification of the components or units of written language and their functions. The objective of this work has been to know the developmental sequence of this knowledge in pre-readers and to establish a pattern of this development. For this purpose, the tests that evaluate it from the Bateria de Inicio a la Lectura (BIL 3-6) have been administered to a sample of students from 3 to 6 years old. Subsequently, the distribution of frequencies of these skills among the different age ranges has been analyzed. The skills evaluated have been the knowledge of Reading Functions, Word Recognition and Phrase Recognition. The results indicate that, in relation to the Functions of Reading, the students know most of the functions at 4 years old, except for the one related to the transmission of information through the newspapers, which is totally acquired at 6 years old. When it comes to recognizing words, at the age of 5 children already differentiate them perfectly from numbers, although they still have difficulties in differentiating the concepts of letter and word, a skill that is totally acquired at the age of 6. As for recognizing phrases, at the age of 3 they still do not have the notion of phrase acquired and it is at the age of 6 when this concept is totally consolidated. This study has made it possible to trace an evolutionary sequence of the development of these skills in Spanish, that can serve as a guide when designing intervention programs and help detect students who have difficulties in the acquisition of reading.