Efectos de la intervención en conciencia fonológica y velocidad de denominación sobre el aprendizaje de la escritura

  1. González Seijas, Rosa María
  2. Cuetos Vega, Fernando 1
  3. Vilar, Juan
  4. Uceira Rey, Eva
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

Journal:
Aula abierta

ISSN: 0210-2773

Year of publication: 2015

Volume: 43

Issue: 1

Pages: 1-8

Type: Article

DOI: 10.1016/J.AULA.2014.06.001 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Aula abierta

Sustainable development goals

Abstract

The aim of this research was to analyze the causal effect that intervention on phonological awareness and naming speed could have on learning to write. A total of 271 students participate (138 experimental group and 133 control group). The experimental group received instructions on phonological awareness and naming speed throughout three courses, and the control group followed the official curriculum. The instructions given to students of pre-school education (4 and 5 years old) and first grade of primary school (6 years old), were evaluated in writing with standardized test three years later. The experimental group obtained higher scores than the control group in the phonological and rapid naming tasks. And more interesting, the experimental group obtained better results in writing tasks. These results have important theoretical implications, as they show the relationship between phonological awareness and naming speed in learning to write. There are also educational implications, since it provides guidelines to facilitate the learning of writing in the classroom.

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Data source: Dialnet