Relación entre conciencia morfológica y destreza lectora: Un estudio con niños hispanohablantes

Lázaro, Miguel; Gallego-Largo, Trinidad Ruiz; Escalonilla, Ainoa; Simón, Teresa

doi:10.4067/s0718-09342021000100032

Cited by 9 publications

(8 citation statements)

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“…As a result, it is possible to state that knowing words' morphological bases reinforces the links between orthographic and phonological representations and between said links and the meaning of the word (Medina, 2017). Thus, in line with Lázaro et al (2021) it is considered of interest that future research delves into the interrelationship between vocabulary and morphological awareness and its role in reading fluency.…”

Section: Discussionmentioning

confidence: 96%

Vocabulary depth as preliteracy skill

Gómez¹,

Sánchez²

2022

Rev. investig. logop.

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The aim of this study is to explore the predictive value of vocabulary breadth and depth together with the classical variables of phonological awareness, naming speed and alphabetic knowledge in explaining progress in the initial learning of reading and writing in a sample of 162 students in the 3rd year of kindergarten. Early detection of risks in learning to read is essential to be able to intervene proactively if signs of dyslexia are found. The study of skills that predict successful literacy acquisition may be useful to identify risk indicators of learning disabilities in reading and writing in early childhood education. The results found confirm the contribution of classical variables and reveal that especially vocabulary depth seems to be a good predictor of success in early literacy performance. The educational implications of these findings are discussed.

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Section: Discussionmentioning

confidence: 96%

Vocabulary depth as preliteracy skill

Gómez¹,

Sánchez²

2022

Rev. investig. logop.

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“…La conciencia morfológica remite al conocimiento sobre la composición interna de las palabras (formación morfológica) que permite manipular morfemas para entender o crear palabras (Lázaro et al, 2021). Se divide en conciencias derivativa, flexiva y de compuestos.…”

Section: Conciencia Morfológicaunclassified

“…La conciencia flexiva implica comprender los morfemas género, número y persona, o sea, la realización de la sintaxis a nivel de la palabra. La conciencia de compuestos se relaciona con la capacidad de ser consciente de cómo se forman las palabras compuestas y cómo se modifica el significado con la combinación de las raíces (Míguez, 2018;Lázaro et al, 2021).…”

Section: Conciencia Morfológicaunclassified

“…Por ello, también la conciencia morfológica permite diferenciar entre buenos y malos lectores (Rueda-Sánchez y López-Bastida, 2016). Al respecto, entre conciencia morfológica y comprensión lectora en niños hispanoparlantes se han comprobado correlaciones significativas en tercero y cuarto grados de primaria (Lázaro et al, 2021) y una relación lineal en escolares de cuarto básico de educación regular (Vega et al, 2017), hallazgos que avalan la relevancia de esta variable.…”

Section: Conciencia Morfológicaunclassified

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Niveles de competencia prelectora en niños de nivel inicial de distintos entornos socioeconómicos

Jara

Porta²,

Difabio³

2023

Leng.

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Existen diferencias en el nivel de habilidades lingüísticas durante el proceso de alfabetización de niños provenientes de distintos contextos que impactan en la comprensión lectora. Conforme al modelo de la visión simple de la lectura (VSL), una buena comprensión lectora es el producto de dos habilidades: la comprensión lingüística y la decodificación eficaz de las palabras. El objetivo del presente estudio fue evaluar habilidades lingüísticas consideradas precursoras de la lectura a fin de establecer niveles de competencia prelectora y de identificar escolares en riesgo prelector en 170 niños de jardín de infantes urbano (U) y urbano-marginales (UM). Se distinguieron 4 perfiles: buenos prelectores, prelectores con pobre decodificación, prelectores con pobre comprensión del lenguaje y prelectores con doble déficit. El mayor porcentaje se ubica en el conglomerado de prelectores con doble déficit y prelectores con pobre decodificación. En la distribución por zona de emplazamiento escolar, el porcentaje de prelectores con doble déficit en zonas UM asciende al doble sugiriendo que el contexto acentúa el riesgo prelector.

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“…In the case that a study offered a joint score for children of different ages within a group, the score was included in the age category in which the mean age was included. If a study offered different scores according to age groups, all scores were included (e.g., see Figueroa-Sepúlveda & Gallego-Ortega, 2021; Lázaro et al, 2021).…”

Section: Moderator Analysismentioning

confidence: 99%

Relation Between the Essential Components of Reading and Reading Comprehension in Monolingual Spanish-Speaking Children: a Meta-analysis

et al. 2022

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This meta-analysis aims to quantitatively synthesize the relation between the essential components of reading and reading comprehension in children whose first language is Spanish and who are learning to read in Spanish in a monolingual setting. Searches were conducted in WOS, Scopus, and ERIC from 2000 to 2021. We used a random effects model and Fisher's z as an index of effect size. We found 33 studies involving 146 effect sizes between the essential components of reading and reading comprehension. The essential components included phonological awareness, morphological awareness, alphabetic principle, fluency, vocabulary, and oral comprehension. Results of the metaanalysis revealed that (1) most studies have focused on understanding the relation between phonological awareness or alphabetic principle and reading comprehension, (2) the largest effect sizes were between phonological awareness and reading comprehension, and between fluency and reading comprehension, and (3) there is a large heterogeneity across studies which is explained, in part, by factors such as age, country where the study was conducted, and the reading comprehension tests used. Implications for practice and future research are discussed.

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Relación entre conciencia morfológica y destreza lectora: Un estudio con niños hispanohablantes

Cited by 9 publications

References 0 publications

Vocabulary depth as preliteracy skill

Vocabulary depth as preliteracy skill

Niveles de competencia prelectora en niños de nivel inicial de distintos entornos socioeconómicos

Relation Between the Essential Components of Reading and Reading Comprehension in Monolingual Spanish-Speaking Children: a Meta-analysis

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