La conciencia fonológica en el desarrollo de los procesos de lectura y escritura en edad escolar temprana

• Autores: Yady Cristina Quiñónez Olaya, Francy Millán Correa
• Localización: Revista de educación y pensamiento, ISSN 1692-2697, Vol. 30, Nº. 30, 2023 (Ejemplar dedicado a: REVISTA EDUCACIÓN Y PENSAMIENTO V30), págs. 15-20
• Idioma: español
• Títulos paralelos:
  • Phonological awareness in the development of reading and writing processes in early school age
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• Resumen
  • español

    El propósito del presente artículo de divulgación fue realizar una aproximación conceptual sobre la consciencia fonológica en el desarrollo de los procesos de lectura y escritura en edad escolar temprana, para ello fue necesario la profundización teórica del núcleo temático y la búsqueda de la literatura especializada en algunas bases de datos científicas (Scopus, Teseo, Google Académico), asimismo, fueron indispensables, los planteamientos de los autores referenciados que abordan el asunto en cuestión, entre ellos: Lonigan, Burgess, Barker y Mejía. De otro modo, el diseño metodológico fue cualitativo desde un alcance explicativo y de corte documental. Cabe señalar que, el presente artículo de divulgación emerge a partir del interés investigativo de la autora y también de la experiencia realizada en las prácticas de aula en lo que respecta a la enseñanza y el aprendizaje de la consciencia fonológica (CF) en el nivel de la educación inicial; en ese sentido, se han elaborado diferentes productos intelectuales, los cuales han sido objeto de divulgación y publicación, de igual forma, se han realizado ponencias sobre la temática con grupos académicos y también con universidades del país. Como resultados en el abordaje de la consciencia fonológica, se espera que se constituya en la base de los procesos lecto-escriturales de los niños y las niñas, al igual que, se logre de manera efectiva la adquisición y el desarrollo del lenguaje, desde el reconocimiento consciente de los fonemas y los grafemas que son utilizados en la cadena hablada y escrita. The purpose of this research article was to carry out a conceptual approach to phonological awareness in the development of reading and writing processes at early school age, for which it was necessary to deepen the theory of the thematic core and search for specialized literature on some scientific databases (Scopus, Teseo, Google Scholar), likewise, it was essential, the approaches of the referenced authors who address the issue in question, among them: Lonigan, Burgess, Barker and Mejia. Otherwise, the methodological design was qualitative from an explanatory and documentary scope. It should be noted that this popular article emerges from the author’s investigative interest and also from the experience carried out in classroom practices regarding the teaching and learning of phonological awareness at the level of initial education. In this sense, different intellectual products have been developed, which have been the subject of dissemination and publication, in the same way, presentations have been made on the subject with academic groups and also with universities in the country. As results in the approach to phonological awareness, it is expected that it becomes the basis of the reading and writing processes of boys and girls, as well as effectively achieving the acquisition and development of language, from the recognition aware of the phonemes and graphemes that are used in the spoken and written chain.

  • English

    The purpose of this research article was to carry out a conceptual approach to phonological awareness in the development of reading and writing processes at early school age, for which it was necessary to deepen the theory of the thematic core and search for specialized literature on some scientific databases (Scopus, Teseo, Google Scholar), likewise, it was essential, the approaches of the referenced authors who address the issue in question, among them: Lonigan, Burgess, Barker and Mejia. Otherwise, the methodological design was qualitative from an explanatory and documentary scope. It should be noted that this popular article emerges from the author’s investigative interest and also from the experience carried out in classroom practices regarding the teaching and learning of phonological awareness at the level of initial education. In this sense, different intellectual products have been developed, which have been the subject of dissemination and publication, in the same way, presentations have been made on the subject with academic groups and also with universities in the country. As results in the approach to phonological awareness, it is expected that it becomes the basis of the reading and writing processes of boys and girls, as well as effectively achieving the acquisition and development of language, from the recognition aware of the phonemes and graphemes that are used in the spoken and written chain.