Phonological awareness as a predictor of reading at the beginning of schooling in contexts of poverty
DOI:
https://doi.org/10.18050/revucv-scientia.v3i1.889Keywords:
Phonological awareness, Reading, Prediction, PovertyAbstract
The present article shows the results derived from a study correlational causal that seeks to determine psycholinguistic early factors that relate and predict of better way the learning of the reading in a sample of 100 children of the first degree of primary in condition of poverty. The children were evaluated to the beginning of the first degree in diverse phonological predictive skills and then in reading on having finished the same degree. The results indicate that the syllabic segmentation, identification of heaps and the recognition of the first phoneme of the words predict significantly the performance of the reading on having finished the first degree of primary.
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