Factores que deben ser tenidos en cuenta en el proceso de adquisición de la lectura alfabética

This paper reviews reading and literacy research literature related with reading ac¬quisition published recently (Adams, 1990, 1998; Clay, 1996; Cunningham and Allington,1994; Delpit 1995; Ehri, 1991; Stanovich, 1996,1981, Vellutino, 1991 et.al., 1996) and stresses how research findings could be int...

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Autores:: Meneses-Báez, Alba Lucía
Meneses-Báez, Alba Lucía

Tipo de recurso:: Article of journal

Fecha de publicación:: 2000

Institución:: Universidad Católica de Colombia

Repositorio:: RIUCaC - Repositorio U. Católica

Idioma:: spa

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dc.title.spa.fl_str_mv	Factores que deben ser tenidos en cuenta en el proceso de adquisición de la lectura alfabética
title	Factores que deben ser tenidos en cuenta en el proceso de adquisición de la lectura alfabética
spellingShingle	Factores que deben ser tenidos en cuenta en el proceso de adquisición de la lectura alfabética EDUCATIONAL PSYCHOLOGY PSYCHOLINGUISTICS PRESCHOOL CHILDREN LEARNING READING PSICOLOGÍA EDUCACIONAL PSICOLINGÜÍSTICA NIÑOS DE PREESCOLAR APRENDIZAJE LEYENDO
title_short	Factores que deben ser tenidos en cuenta en el proceso de adquisición de la lectura alfabética
title_full	Factores que deben ser tenidos en cuenta en el proceso de adquisición de la lectura alfabética
title_fullStr	Factores que deben ser tenidos en cuenta en el proceso de adquisición de la lectura alfabética
title_full_unstemmed	Factores que deben ser tenidos en cuenta en el proceso de adquisición de la lectura alfabética
title_sort	Factores que deben ser tenidos en cuenta en el proceso de adquisición de la lectura alfabética
dc.creator.fl_str_mv	Meneses-Báez, Alba Lucía Meneses-Báez, Alba Lucía
dc.contributor.author.spa.fl_str_mv	Meneses-Báez, Alba Lucía
dc.contributor.author.none.fl_str_mv	Meneses-Báez, Alba Lucía
dc.subject.proposal.spa.fl_str_mv	EDUCATIONAL PSYCHOLOGY PSYCHOLINGUISTICS PRESCHOOL CHILDREN LEARNING READING PSICOLOGÍA EDUCACIONAL PSICOLINGÜÍSTICA NIÑOS DE PREESCOLAR APRENDIZAJE LEYENDO
topic	EDUCATIONAL PSYCHOLOGY PSYCHOLINGUISTICS PRESCHOOL CHILDREN LEARNING READING PSICOLOGÍA EDUCACIONAL PSICOLINGÜÍSTICA NIÑOS DE PREESCOLAR APRENDIZAJE LEYENDO
description	This paper reviews reading and literacy research literature related with reading ac¬quisition published recently (Adams, 1990, 1998; Clay, 1996; Cunningham and Allington,1994; Delpit 1995; Ehri, 1991; Stanovich, 1996,1981, Vellutino, 1991 et.al., 1996) and stresses how research findings could be introduced in daily practices of preschool and first grade classrooms to prevent reading failure for all children, even for those called at risk (e.g., low income,ethnically or culturally different).The con-clusion is that reading acquisition is mediated by multiple factors (cognitive,instruc¬tional and socioemotional) and in order for a child to become a fluent reader all these factors should work well together.
publishDate	2000
dc.date.issued.spa.fl_str_mv	2000-10
dc.date.accessioned.spa.fl_str_mv	2019-03-12T16:11:34Z
dc.date.available.spa.fl_str_mv	2019-03-12T16:11:34Z
dc.type.spa.fl_str_mv	Artículo de revista
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dc.identifier.citation.spa.fl_str_mv	Meneses-B, A. (2000). Factores que deben ser tenidos en cuenta en el proceso de adquisición de la lectura alfabética. Acta Colombiana de Psicología, 0(3), 23-33. Recuperado de https://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/610
dc.identifier.issn.spa.fl_str_mv	0123-9155
dc.identifier.uri.spa.fl_str_mv	https://hdl.handle.net/10983/22910
identifier_str_mv	Meneses-B, A. (2000). Factores que deben ser tenidos en cuenta en el proceso de adquisición de la lectura alfabética. Acta Colombiana de Psicología, 0(3), 23-33. Recuperado de https://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/610 0123-9155
url	https://hdl.handle.net/10983/22910
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dc.relation.ispartof.spa.fl_str_mv	Acta Colombiana de Psicología, No. 3 (oct. 2000); p. 23-33
dc.relation.references.spa.fl_str_mv	Adams, M.J. (1990). Beginning to read: thinking and learning about print. Cambridge, MA: MIT Press. Adams, M.J. (1998). Phonemic awareness in young children. Cambridge, MA: Books and Resources. Clay, M. M. (1996). Accomodating diversity in early literacy learning, In D. R. Olson, y N. Torrance (Eds). The handbook of Education and Human development (pp. 202-224). Cambridge: Ma.: Blackwell Publishers. Cunningham, P. M. & Allington, R. L. (1994). Classrooms that work: they all can write and read, New York, NY: Harper Collins College Publishers. Denckla, M. (1988). Coordinación motora en niños disléxicos: implicaciones teóricas y clínicas. En Duffy, F. H. y Geschwind, N. Dislexia aspectos psicológicos y neurológicos. Barcelona: Labor. 172-179. Delpit, L. (1995) Other people-s children: Cultural conflict in the classroom. New York, NY: New Press. 1-183. Ehri, LC. (1991). Development of the ability to read words. In R. Barr, M. L. Kamil, P. Mosenthal, y P. D. Pearson (Eds.) Handbook of reading research (vol.2, pp. 383-41 7). New York, NY: Lognman. Gaskins, I.., Elliot, T. (1991). Implementing cognitive strategy instruction across the school: the benchmark manual for teachers. Media, PA: Brookline Books. Geschwind, N. (1988). Fundamentos biológicos. de la lectura. En Duffy, E H. y Geschwind, N. Dislexia aspectos psicológicos y neurológicos. Barcelona: Labor. 180-191. Gough, P. B., Juel, C. Griffith, P. (1992). Reading, spelling and the orthograpich cipher: In P. B. Gough, L. C. Ehri, and R. Treiman (Eds). Reading Acquisition (pp.35-48). Hillsdale, NJ: Erlbaum. Juel, C. (1996). What makes literacy tutoring effective? Reading Research Quaterly, 31, 268-289. Johnston, P. H. (1997). Knowing literacy constructive literacy assessment. York: Stenhouse Publishers. Liberman, l. (1988). ¿Deben las llamadas preferencias de modalidad determinar la naturaleza de la instrucción de los niños con las dificultades para la lectura? En Duffy, F. H. y Geschwind, N. Dislexia aspectos psicológicos y neurológicos. Barcelona: Labor. 90-98. Marshall, J. (1988). A propósito de algunas relaciones entre las dislexias adquiridas y las del desarrollo. En Duffy, F. H. y Geschwind, N. Dislexia aspectos psicológicos y neurológicos. Barcelona: Labor. 180-191. Mclntryre, T. (1996). Guidelines for providing appropriate services to culturally diverse students with emotional and/or behavioral disorders. Behavioral disorders, (2), 137-144. Ogbu, J. U. (1990). Understanding diversity: summary statements. Education and urban society, 22, (8) 425-429. Perffeti., CA. (1991). The psychology, pedagogy and politics of reading. Psychological Science, 2, 70-76. Roller, C. M. (1996). Variability not disability: struggling readers in a workshop classroom. Newark: NJ: International reading Association. Tangel, D., Blachman, B. (1995). Effect of phoneme awareness instruction on the invented spelling of first-grade children: a one-year follow-up. Journal of Reading Behavior; 27, 2,153-266. Stanovich, K. E. (1986). Mathew effects in reading: some consecuences of individual differences in the acquisition of literacy. Reading Research Quaterly, 21, 360-407. Stanovich, K. E. (1991). Cognitive science meets begining reading. Psychological Science, 2, 70-82. Uhry, J. K. y Sheperd, M.J. (1993). Segmentation/spelling instruction as part of a firstgrade reading program: effects on several measures of reading. Reading Research Quaterly, 28, 219-232. Vellutino, F. R. (1991). ¿Has basic Research in reading increased our understanding of developmental reading and how to teach reading? Psychological Science, 2, 70-85. Vellutino, F.R., Scanlon, D.M., Sipay, E.R., Small, S.G., Pratt, A., Chen, R., y Denckla, M. B. (1996). Cognitive profiles of diflicult – to remediate and readily remediated poor readers: early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability. Joumal of Educational Psychology, 88, 4, 601-638.
dc.rights.spa.fl_str_mv	Derechos Reservados - Universidad Católica de Colombia, 2000
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spelling	Meneses-Báez, Alba Lucía 6817ef4d-0ba7-4287-8738-7701a3ea74c9Meneses-Báez, Alba Lucíavirtual::2326-12019-03-12T16:11:34Z2019-03-12T16:11:34Z2000-10This paper reviews reading and literacy research literature related with reading ac¬quisition published recently (Adams, 1990, 1998; Clay, 1996; Cunningham and Allington,1994; Delpit 1995; Ehri, 1991; Stanovich, 1996,1981, Vellutino, 1991 et.al., 1996) and stresses how research findings could be introduced in daily practices of preschool and first grade classrooms to prevent reading failure for all children, even for those called at risk (e.g., low income,ethnically or culturally different).The con-clusion is that reading acquisition is mediated by multiple factors (cognitive,instruc¬tional and socioemotional) and in order for a child to become a fluent reader all these factors should work well together.application/pdfMeneses-B, A. (2000). Factores que deben ser tenidos en cuenta en el proceso de adquisición de la lectura alfabética. Acta Colombiana de Psicología, 0(3), 23-33. Recuperado de https://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/6100123-9155https://hdl.handle.net/10983/22910spaUniversidad Católica de Colombia. Facultad de PsicologíaActa Colombiana de Psicología, No. 3 (oct. 2000); p. 23-33Adams, M.J. (1990). Beginning to read: thinking and learning about print. Cambridge, MA: MIT Press.Adams, M.J. (1998). Phonemic awareness in young children. Cambridge, MA: Books and Resources.Clay, M. M. (1996). Accomodating diversity in early literacy learning, In D. R. Olson, y N. Torrance (Eds). The handbook of Education and Human development (pp. 202-224). Cambridge: Ma.: Blackwell Publishers.Cunningham, P. M. & Allington, R. L. (1994). Classrooms that work: they all can write and read, New York, NY: Harper Collins College Publishers.Denckla, M. (1988). Coordinación motora en niños disléxicos: implicaciones teóricas y clínicas. En Duffy, F. H. y Geschwind, N. Dislexia aspectos psicológicos y neurológicos. Barcelona: Labor. 172-179.Delpit, L. (1995) Other people-s children: Cultural conflict in the classroom. New York, NY: New Press. 1-183.Ehri, LC. (1991). Development of the ability to read words. In R. Barr, M. L. Kamil, P. Mosenthal, y P. D. Pearson (Eds.) Handbook of reading research (vol.2, pp. 383-41 7). New York, NY: Lognman.Gaskins, I.., Elliot, T. (1991). Implementing cognitive strategy instruction across the school: the benchmark manual for teachers. Media, PA: Brookline Books.Geschwind, N. (1988). Fundamentos biológicos. de la lectura. En Duffy, E H. y Geschwind, N. Dislexia aspectos psicológicos y neurológicos. Barcelona: Labor. 180-191.Gough, P. B., Juel, C. Griffith, P. (1992). Reading, spelling and the orthograpich cipher: In P. B. Gough, L. C. Ehri, and R. Treiman (Eds). Reading Acquisition (pp.35-48). Hillsdale, NJ: Erlbaum.Juel, C. (1996). What makes literacy tutoring effective? Reading Research Quaterly, 31, 268-289.Johnston, P. H. (1997). Knowing literacy constructive literacy assessment. York: Stenhouse Publishers.Liberman, l. (1988). ¿Deben las llamadas preferencias de modalidad determinar la naturaleza de la instrucción de los niños con las dificultades para la lectura? En Duffy, F. H. y Geschwind, N. Dislexia aspectos psicológicos y neurológicos. Barcelona: Labor. 90-98.Marshall, J. (1988). A propósito de algunas relaciones entre las dislexias adquiridas y las del desarrollo. En Duffy, F. H. y Geschwind, N. Dislexia aspectos psicológicos y neurológicos. Barcelona: Labor. 180-191.Mclntryre, T. (1996). Guidelines for providing appropriate services to culturally diverse students with emotional and/or behavioral disorders. Behavioral disorders, (2), 137-144.Ogbu, J. U. (1990). Understanding diversity: summary statements. Education and urban society, 22, (8) 425-429.Perffeti., CA. (1991). The psychology, pedagogy and politics of reading. Psychological Science, 2, 70-76.Roller, C. M. (1996). Variability not disability: struggling readers in a workshop classroom. Newark: NJ: International reading Association.Tangel, D., Blachman, B. (1995). Effect of phoneme awareness instruction on the invented spelling of first-grade children: a one-year follow-up. Journal of Reading Behavior; 27, 2,153-266.Stanovich, K. E. (1986). Mathew effects in reading: some consecuences of individual differences in the acquisition of literacy. Reading Research Quaterly, 21, 360-407.Stanovich, K. E. (1991). Cognitive science meets begining reading. Psychological Science, 2, 70-82.Uhry, J. K. y Sheperd, M.J. (1993). Segmentation/spelling instruction as part of a firstgrade reading program: effects on several measures of reading. Reading Research Quaterly, 28, 219-232.Vellutino, F. R. (1991). ¿Has basic Research in reading increased our understanding of developmental reading and how to teach reading? Psychological Science, 2, 70-85.Vellutino, F.R., Scanlon, D.M., Sipay, E.R., Small, S.G., Pratt, A., Chen, R., y Denckla, M. B. (1996). Cognitive profiles of diflicult – to remediate and readily remediated poor readers: early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability. Joumal of Educational Psychology, 88, 4, 601-638.Derechos Reservados - Universidad Católica de Colombia, 2000info:eu-repo/semantics/openAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)https://creativecommons.org/licenses/by-nc-nd/4.0/http://purl.org/coar/access_right/c_abf2EDUCATIONAL PSYCHOLOGYPSYCHOLINGUISTICSPRESCHOOL CHILDRENLEARNINGREADINGPSICOLOGÍA EDUCACIONALPSICOLINGÜÍSTICANIÑOS DE PREESCOLARAPRENDIZAJELEYENDOFactores que deben ser tenidos en cuenta en el proceso de adquisición de la lectura alfabéticaArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85PublicationXXXXvirtual::2326-1https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000163996virtual::2326-1https://scholar.google.com/citations?user=7iYODIcAAAAJ&hl=esvirtual::2326-1https://orcid.org/0000-0002-3665-4001virtual::2326-1https://www.researchgate.net/profile/Alba-Meneses-Baezvirtual::2326-11b446085-0986-430e-b06c-a79bb3fd9153virtual::2326-11b446085-0986-430e-b06c-a79bb3fd9153virtual::2326-1ORIGINAL610-1694-1-SM.pdf610-1694-1-SM.pdfArtículo principalapplication/pdf671732https://repository.ucatolica.edu.co/bitstreams/c3bd6706-2d67-4b66-ba00-56b120fd3456/downloadcd738f4af3ad9e6760b86a8c72e582bfMD51TEXT610-1694-1-SM.pdf.txt610-1694-1-SM.pdf.txtExtracted texttext/plain11https://repository.ucatolica.edu.co/bitstreams/67ce4131-b4c4-49c0-a465-e88a91c8a19b/downloadb308b7fe5c1c2bbdc0cb686d451b84aaMD52THUMBNAIL610-1694-1-SM.pdf.jpg610-1694-1-SM.pdf.jpgRIUCACimage/jpeg16855https://repository.ucatolica.edu.co/bitstreams/a696450b-0fdb-49c7-aa2d-04b2c9a332ba/download4efd02995093ebe08779cd467ae46034MD5310983/22910oai:repository.ucatolica.edu.co:10983/229102023-11-07 09:42:29.489https://creativecommons.org/licenses/by-nc-nd/4.0/Derechos Reservados - Universidad Católica de Colombia, 2000https://repository.ucatolica.edu.coRepositorio Institucional Universidad Católica de Colombia - RIUCaCbdigital@metabiblioteca.com

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