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 ac­quisition 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...

Full description

Autores:
Meneses Báez, Alba Lucía
Tipo de recurso:
Article of investigation
Fecha de publicación:
1999
Institución:
Universidad Católica de Colombia
Repositorio:
RIUCaC - Repositorio U. Católica
Idioma:
spa
OAI Identifier:
oai:repository.ucatolica.edu.co:10983/28298
Acceso en línea:
https://hdl.handle.net/10983/28298
https://actacolombianapsicologia.ucatolica.edu.co/article/view/610
Palabra clave:
Educational psychology
Psycholinguistics
Preschool children
Learning
Reading
Rights
openAccess
License
Alba Lucía Meneses Báez - 2000
Description
Summary:This paper reviews reading and literacy research literature related with reading ac­quisition 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 con­clusion is that reading acquisition is mediated by multiple factors (cognitive,instruc­tional and socioemotional) and in order for a child to become a fluent reader all these factors should work well together.