Evolución de la relación entre conciencia fonológica y lenguaje escrito en niños españoles de primer curso de Educación Primaria
ISSN: 1579-4113
Ano de publicación: 2005
Título do exemplar: II Congreso Hispano-Portugués de Psicología (Lisboa, 2004). Psicología educacional y del aprendizaje
Volume: 10
Número: 3
Tipo: Artigo
Outras publicacións en: Iberpsicología: Revista Electrónica de la Federación española de Asociaciones de Psicología
Resumo
This research studies the development of both reading and phonological awareness skills in Spanish children learning to read and spell. The main aim was to investigate reading and PA skills development in early stages of reading acquisition, that is, 1st grade of Primary Education. Letter knowledge, word and pseudoword reading and three different PA tasks (one for each PA level: syllable, rime and phoneme) were carried out in a longitudinal study. Four Test points were used during academic year (September, December, February, June). Results are discussed concerning the relevance of each level of PA in Spanish reading acquisition and development.