Aprendizaje de La Lectura y Conciencia Fonológica: Un Enfoque Psicolingüístico del Proceso de Alfacetización Inicial

Abstract

The aim of the present article is to identify and describe the level of development of phonological awareness in children who study the first year of Elementary Education, by means of oddity tasks, synthesis and analysis of phonemes, sensibility to rhyme and knowledge of the letters of the alphabet. Also, it was described the level of reading achievements that the children attain in reading of words and it was evaluated the degree of existent association between the degree of development of phonological awareness, level of reading development, non verbal intelligence and the level of maternal education at the end of the first year of education. The central hypothesis of our investigation postulated that the children that have achieved a minimum development in phonological awareness, would have a superior performance in reading, at the end of the first year of general elementary education. The results of this investigation tend to make us think that the relationship between reading and phonological awareness is more complex of what some investigators assume and that it could not be treated simply like cause or consequence, but rather should be considered as an interactive process where both interact constantly.