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...

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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
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network_acronym_str UCATOLICA2
network_name_str RIUCaC - Repositorio U. Católica
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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.
dc.title.translated.eng.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
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
dc.contributor.author.spa.fl_str_mv Meneses Báez, Alba Lucía
dc.subject.spa.fl_str_mv Educational psychology
Psycholinguistics
Preschool children
Learning
Reading
topic Educational psychology
Psycholinguistics
Preschool children
Learning
Reading
description 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.      
publishDate 1999
dc.date.issued.none.fl_str_mv 1999-01-01
dc.date.accessioned.none.fl_str_mv 2000-01-01 00:00:00
2023-01-23T15:40:45Z
dc.date.available.none.fl_str_mv 2000-01-01 00:00:00
2023-01-23T15:40:45Z
dc.type.spa.fl_str_mv Artículo de revista
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dc.identifier.issn.none.fl_str_mv 0123-9155
dc.identifier.uri.none.fl_str_mv https://hdl.handle.net/10983/28298
dc.identifier.url.none.fl_str_mv https://actacolombianapsicologia.ucatolica.edu.co/article/view/610
identifier_str_mv 1909-9711
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url https://hdl.handle.net/10983/28298
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dc.relation.citationedition.spa.fl_str_mv Núm. 3 , Año 2000
dc.relation.citationendpage.none.fl_str_mv 33
dc.relation.citationissue.spa.fl_str_mv 3
dc.relation.citationstartpage.none.fl_str_mv 23
dc.relation.ispartofjournal.spa.fl_str_mv Acta Colombiana de Psicología
dc.relation.references.spa.fl_str_mv Adams,M.J. (1990). Beginning to read : thinking and learning about print. Cambridge, MA: MlT Press.
Adams, M.J. (1998). Phonemic awareness in young children. Cambridge, MA: Books and Resources.
Clay,M.M.(1996). Accommodating diversity in early literacy learning, In D. R. Olson, y N. Torrance (Eds). The handbook of Education and Ritman 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 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, L.C. (1991). Development of the ability to read words. In R. Barr, M . L. Kamil, P Mosenthal, y P. D. Pearson (Eds.) Hand­ book of reading research (vol.2,pp.383· 417). New York, NY: Lognman.
Gaskins, I .. , Elliot, T. (1991). Implementing cognitive strategy instruction across the school: the benchmark manual for tea­ chers. Media, PA: Brookline Books.
Geschwind, N. (1988). Fundamentos bioló­ gicos de la lectura. En l)uffy, F H. y Ges. chwind, N. Dislexia aspectos psicológicos y neurológicos. Barcelona:Labor.180.191.
Gough, P B., Juel, C. Griffith, P (1992). Rea· ding, spelling and the ortbograptcb ci­ pher. Jn P. B. Gough, L. C. E-.hri, and R. Treiman (Eds.). Reading Acquisition (pp.35-48). Hillsdale, NJ: Erlbaum. Juel, C. (1996). What makes literacy tutoring effective? Reading Research Quater/y, 31, 268-289.
Johnston, PH.(1997). Knowing literacy constructive literacy assessment. York: Stenhouse Publishers.
Liberman, I. (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 neurotôgtcos. 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 psico­ lógicos y neurológicos. Barcelona: Labor. 180-191.
Mclntryre, T. (1996). Guidelines for providing appropriate services to culturally di­ verse 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., C.A. (1991). The psychology, pedagogy and politics of reading. Psycbologi­ cal Science, 2, 70-76.
Roller, C. M. (1996). Variabiùty not disability.· struggling readers in a workshop classroom, Newark: NJ: International reading Association.
Tangei, D., Blachman, B. (1995). Effect of phoneme awareness instruction on the invented spelling of firstgrade children: a one-year followup. Journal of Reading Behavior, 27, 2, 153-266.
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spelling Meneses Báez, Alba Lucía6817ef4d-0ba7-4287-8738-7701a3ea74c93002000-01-01 00:00:002023-01-23T15:40:45Z2000-01-01 00:00:002023-01-23T15:40:45Z1999-01-01This 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.      application/pdf1909-97110123-9155https://hdl.handle.net/10983/28298https://actacolombianapsicologia.ucatolica.edu.co/article/view/610spaUniversidad Católica de Colombiahttps://actacolombianapsicologia.ucatolica.edu.co/article/download/610/627Núm. 3 , Año 200033323Acta Colombiana de PsicologíaAdams,M.J. (1990). Beginning to read : thinking and learning about print. Cambridge, MA: MlT Press.Adams, M.J. (1998). Phonemic awareness in young children. Cambridge, MA: Books and Resources.Clay,M.M.(1996). Accommodating diversity in early literacy learning, In D. R. Olson, y N. Torrance (Eds). The handbook of Education and Ritman 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 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, L.C. (1991). Development of the ability to read words. In R. Barr, M . L. Kamil, P Mosenthal, y P. D. Pearson (Eds.) Hand­ book of reading research (vol.2,pp.383· 417). New York, NY: Lognman.Gaskins, I .. , Elliot, T. (1991). Implementing cognitive strategy instruction across the school: the benchmark manual for tea­ chers. Media, PA: Brookline Books.Geschwind, N. (1988). Fundamentos bioló­ gicos de la lectura. En l)uffy, F H. y Ges. chwind, N. Dislexia aspectos psicológicos y neurológicos. Barcelona:Labor.180.191.Gough, P B., Juel, C. Griffith, P (1992). Rea· ding, spelling and the ortbograptcb ci­ pher. Jn P. B. Gough, L. C. E-.hri, and R. Treiman (Eds.). Reading Acquisition (pp.35-48). Hillsdale, NJ: Erlbaum. Juel, C. (1996). What makes literacy tutoring effective? Reading Research Quater/y, 31, 268-289.Johnston, PH.(1997). Knowing literacy constructive literacy assessment. York: Stenhouse Publishers.Liberman, I. (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 neurotôgtcos. 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 psico­ lógicos y neurológicos. Barcelona: Labor. 180-191.Mclntryre, T. (1996). Guidelines for providing appropriate services to culturally di­ verse 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., C.A. (1991). The psychology, pedagogy and politics of reading. Psycbologi­ cal Science, 2, 70-76.Roller, C. M. (1996). Variabiùty not disability.· struggling readers in a workshop classroom, Newark: NJ: International reading Association.Tangei, D., Blachman, B. (1995). Effect of phoneme awareness instruction on the invented spelling of firstgrade children: a one-year followup. Journal of Reading Behavior, 27, 2, 153-266.Alba Lucía Meneses Báez - 2000info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2https://creativecommons.org/licenses/by-nc-sa/4.0/https://actacolombianapsicologia.ucatolica.edu.co/article/view/610Educational psychologyPsycholinguisticsPreschool childrenLearningReadingFactores que deben ser tenidos en cuenta en el proceso de adquisición de la lectura alfabética.Factores que deben ser tenidos en cuenta en el proceso de adquisición de la lectura alfabética.Artículo de revistahttp://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/version/c_970fb48d4fbd8a85Textinfo:eu-repo/semantics/articleJournal articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionPublicationOREORE.xmltext/xml2599https://repository.ucatolica.edu.co/bitstreams/caaa68c9-72e9-4d63-86aa-1ffc4366766a/downloadd5d82ce7afb1ee666c10f1c49415ab27MD5110983/28298oai:repository.ucatolica.edu.co:10983/282982023-03-24 16:32:07.864https://creativecommons.org/licenses/by-nc-sa/4.0/Alba Lucía Meneses Báez - 2000https://repository.ucatolica.edu.coRepositorio Institucional Universidad Católica de Colombia - RIUCaCbdigital@metabiblioteca.com

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