Factores que deben ser tenidos en cuenta en el proceso de adquisición de la lectura alfabética.

dc.creatorMeneses Báez, Alba Lucía
dc.date.accessioned2000-01-01 00:00:00
dc.date.accessioned2023-01-23T15:40:45Z
dc.date.accessioned2023-06-05T16:28:16Z
dc.date.available2000-01-01 00:00:00
dc.date.available2023-01-23T15:40:45Z
dc.date.available2023-06-05T16:28:16Z
dc.date.created2000-01-01 00:00:00
dc.date.created2023-01-23T15:40:45Z
dc.date.issued1999-01-01
dc.identifier1909-9711
dc.identifier0123-9155
dc.identifierhttps://hdl.handle.net/10983/28298
dc.identifierhttps://actacolombianapsicologia.ucatolica.edu.co/article/view/610
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/6647535
dc.description.abstractThis 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.      
dc.languagespa
dc.publisherUniversidad Católica de Colombia
dc.relationhttps://actacolombianapsicologia.ucatolica.edu.co/article/download/610/627
dc.relationNúm. 3 , Año 2000
dc.relation33
dc.relation3
dc.relation23
dc.relationActa Colombiana de Psicología
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dc.relationAdams, M.J. (1998). Phonemic awareness in young children. Cambridge, MA: Books and Resources.
dc.relationClay,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.
dc.relationCunningham, P M. & Allington, R. L. (1994). Classrooms that work: they all can write and read, New York, NY: Harper Collins College Publishers.
dc.relationDenckla,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.
dc.relationDelpit, L. (1995) Other people’s children: Cultural conflict in the classroom. New York, NY: New Press. 1·183.
dc.relationEhri, 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.
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dc.relationGeschwind, 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.
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dc.relationLiberman, 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.
dc.relationMarshall, 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.
dc.relationMclntryre, T. (1996). Guidelines for providing appropriate services to culturally di­ verse students with emotional and/or behavioral disorders. Behavioral disorders, (2), 137-144.
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dc.relationPerffeti., C.A. (1991). The psychology, pedagogy and politics of reading. Psycbologi­ cal Science, 2, 70-76.
dc.relationRoller, C. M. (1996). Variabiùty not disability.· struggling readers in a workshop classroom, Newark: NJ: International reading Association.
dc.relationTangei, 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.
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rightshttp://purl.org/coar/access_right/c_abf2
dc.rightshttps://creativecommons.org/licenses/by-nc-sa/4.0/
dc.rightsAlba Lucía Meneses Báez - 2000
dc.sourcehttps://actacolombianapsicologia.ucatolica.edu.co/article/view/610
dc.subjectEducational psychology
dc.subjectPsycholinguistics
dc.subjectPreschool children
dc.subjectLearning
dc.subjectReading
dc.titleFactores que deben ser tenidos en cuenta en el proceso de adquisición de la lectura alfabética.
dc.typeArtículo de revista


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