Pre-reading evaluation skills in pedagogic intervention projects. Methodological and pedagogic purposes in the initial level
DOI:
https://doi.org/10.35362/rie640405Keywords:
pre / post evaluation; pedagogic intervention programs; initial reading learning; infant school.Abstract
In each of the evaluative stage that compose the pre/post quasi-experimental designs addressed to evaluate the intervention programs effects to promote linguistic predictive reading skills of children in initial level, it is possible to distinguish not only a methodological purpose, but also a pedagogic purpose. The intention of this article is to spread the acquired experience in the selection of a battery of pre-reading skills evaluation as a valuation and detection tool, during the investigation implementation project which evaluates the effects of intervention programs directed to developing linguistic skills in children in urban-marginal infant schools,with the aim to facilitate the learning of reading in first degree, at the same time as their pairs, diminishing tthis way the risk of school failure.
The development of such skills not only influences in a significant way the future reading performance, but also it reduces the risk of presenting difficulties in the process of reading acquisition, that is why the evaluation instances that compose the designs directed to evaluating the effects of pedagogic programs intervention to compare performances and, in addition, they constitute an instance of children’s strategic risk detection presenting difficulties in the acquisition process of reading, and valuating their respone to different conditions of intervention.
Downloads
References
Catts, H. W. y otros (2001). «Estimating the risk of future reading difficulties in kindergarten». Language, Speech, and Hearing Services in Schools, 32(1), pp. 38-50.
Catts, H. W. y otros (2009). «Floor effects associated with universal screening and their impact on the early identification of reading disabilities». Journal of Learning Disabilities, 42(2), pp. 163-176.
Dunn, L. M., Dunn, L. M. y Arribas, D. (2006). peabody, Test de vocabulario en imágenes. Madrid: tea.
Dickinson, D. y Tabors, P. (eds.) (2001). Young children learning at home and school. Beginning literacy with language. Baltimore, md: Paul H. Brookes.
Ehri, L. y otros (2001). «Phonemic awareness instruction helps children learn to read. Evidence from the National Reading Panel’s meta-analysis». Reading Research Quarterly, 36(3), pp. 250-287.
Fernández, A., Machuca, F. y Llorite, J. (2002). «Discriminancia de habilidades metalingüísticas segmentarias sobre el español hablado. Un estudio comparativo de buenos frente a pobres lectores». Revista Española de Pedagogía, 221, pp. 147-170.
Harvard University / Center for Applied Linguistics. (2002). Habilidad fonológica. Washington, dc: Center for Applied Linguistics.
Isuani De Aguiló M., Salvo de Vargas, E. y Montes de Gregorio, L. (2003). La comprensión lectora en la escuela. Mendoza, efe. Facultad de Educación Elemental y Especial, unCuyo.
Jiménez, J. E. y Ortiz, M. R. (1996). Conciencia fonológica y aprendizaje de la lectura: teoría, evaluación e intervención. Madrid: Síntesis.
Manrique, A. M. y Gramigna, S. (1984). «La segmentación fonológica y silábica en niños de preescolar y primer grado». Lectura y Vida, 5, pp. 4-13.
Mc Milllan, J. y Schumacher, S. (2001). Research in education. A conceptual introduction. Nueva York: Longman.
Pennington, B. F. y Lefly, D. L. (2001). «Early reading development in children at family risk for dyslexia». Child Development, 72, pp. 816–833.
Porta, M. E. (2008). «Hacia un enfoque comprehensivo del aprendizaje lingüístico inicial Implementación del modelo y evaluación de sus efectos sobre el rendimiento lector». Tesis doctoral no publicada. unCuyo.
— (2012). «Un programa de intervención pedagógica en conciencia fonológica. Efectos sobre el aprendizaje inicial de la lectura». Revista de Orientación Educacional, 50, pp. 93-111.
Signorini, A. y Borzone de Manrique, A. (2003). «Aprendizaje de la lectura y escritura en español. El predominio de las estrategias fonológicas». Interdisciplinaria, 20, pp. 5-30.
Yopp, H. K. (1988). «The validity and reliability of phonemic awareness tests». Reading Research Quarterly, 23, pp. 159-177.
Woodcock, R. y Muñoz-Sandoval (1996). Batería estándar. Itasca, il: Riverside Publishing.
How to Cite
Downloads
Published
Issue
Section
License
Any authors who publish with this journal accept the following terms:
