La identificación de dificultades en Conciencia Fonológica y lenguaje oral en 2º de Educación Infantil a través del CHEXI

Abstract

Early identification of difficulties in executive functions is of great importance for the prevention of later learning problems. Having reliable screening tools for early childhood education is a central objective of research in Educational Psychology. The main objective of this study is to analyze whether the CHEXI, answered by teachers, predicts difficulties and performance in phonological awareness and language in early childhood education students. A descriptive study was conducted with 64 students (30 boys and 34 girls) from two public schools aged between 4 and 5 years (M = 4.41). Participants were assessed with the following instruments: CHEXI, PLON-R, and the phonological awareness subscale of LOLEVA. With regard to language, the results of the Mann-Whitney test shows that there are significant differences in working memory in the dimension of content, and in inhibitory control in the dimension of Use. Regarding phonological awareness, the results of a stepwise multiple regression show that the difficulties in working memory predict the results in the total score of phonological awareness, but only explains 4.9 % of the variance. These results support the role of executive functions in the development of linguistic and metalinguistic skills, and the need to act preventively on them.