Efectos del entrenamiento en conciencia fonológica y velocidad de denominación sobre la lectura. Un estudio longitudinal

  1. González Seijas, Rosa María 1
  2. Cuetos Vega, Fernando 2
  3. López Larrosa, Silvia 1
  4. Vilar Fernández, Juan 1
  1. 1 Universidade da Coruña
    info

    Universidade da Coruña

    La Coruña, España

    ROR https://ror.org/01qckj285

  2. 2 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

Journal:
ESE: Estudios sobre educación.

ISSN: 1578-7001

Year of publication: 2017

Issue: 32

Pages: 155-177

Type: Article

DOI: 10.15581/004.32.155-177 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: ESE: Estudios sobre educación.

Sustainable development goals

Abstract

Reading predictors directly contribute to reading accuracy and speed. This study analyses the effect of an instructional programme aimed at improving two of these reading predictors, phonological awareness and naming speed. Participants were 326 children (171 in the experimental group and 155 in the control group) in grades second and third year preschool and first year primary school at the onset. They attended four schools (2 public and 2 private). The experimental group was explicitly trained in phonological awareness and naming speed during three consecutive years two days a week. The control group followed the official curriculum. Results show that this explicit intervention improves words and pseudowords reading accuracy and speed and provides keys for future interventions.

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Funding information

Este artículo ha sido realizado dentro de un proyecto de investigación (ref: 08sec00106pr)

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