Modelo Lenguaje Prejardín-2º
Conocimiento del Alfabeto
Saber los nombres de las letras, sus formas y sus sonidos está fuertemente relacionado con la capacidad de recordar palabras escritas. Como resultado, tener un fuerte Conocimiento del Alfabeto es uno de los mejores indicadores para aprender a leer con éxito. Además, aprender a reconocer y escribir letras es una parte fundamental del desarrollo de las Habilidades Básicas de Escritura que apoyan la escritura convencional.
Ideas Principales
Los niños no aprenderán a leer en la forma natural como aprenden el lenguaje hablado, por lo tanto, deben ser enseñados a conectar los símbolos visuales (el alfabeto en español) con los sonidos de acuerdo al sistema escrito de su idioma, incluyendo sonidos de letras individuales y combinaciones de letras (por ejemplo, b → /b/, c → /k/, qu → /k/).
Aprender más
En esta sección encontrarás microcredenciales ofrecidas por nuestro aliado Digital Promise. Ten en cuenta que están disponibles en inglés y fuera de nuestro sitio web.
- Lee la bibliografía anotada completa de la investigación de Digital Promise sobre Conocimiento del Alfabeto.
Referencias
Bara, F., Morin, M. F., Alamargot, D., & Bosse, M. L. (2016). Learning different allographs through
Bosse, M. L., Chaves, N., Largy, P., & Valdois, S. (2015). Orthographic learning during reading: The role of whole‐word visual processing. Journal of Research in Reading, 38(2), 141-158.
Burgess, S. R., Hecht, S. A., & Lonigan, C. J. (2002). Relations of the home literacy environment (HLE) to the development of reading-related abilities: A one-year longitudinal study. Reading Research Quarterly, 37(4), 408-426.
Burgess, S. R., & Lonigan, C. J. (1998). Bidirectional relations of phonological sensitivity and prereading abilities: Evidence from a preschool sample. Journal of Experimental Child Psychology, 70(2), 117-141.
Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19(1), 5-51.
De Jong, P. F., & Olson, R. K. (2004). Early predictors of letter knowledge. Journal of Experimental Child Psychology, 88(3), 254-273.
De Jong, P. F., & van der Leij, A. (2003). Developmental changes in the manifestation of a phonological deficit in dyslexic children learning to read a regular orthography. Journal of Educational Psychology, 95(1), 22-40.
Ehri, L. C., Nunes, S. R., Stahl, S. A., & Willows, D. M. (2001). Systematic phonics instruction helps students learn to read: Evidence from the National Reading Panel’s meta-analysis. Review of Educational Research, 71(3), 393–447.
Guo, Y., Justice, L. M., Kaderavek, J. N., & McGinty, A. (2012). The literacy environment of preschool classrooms: Contributions to children’s emergent literacy growth. Journal of Research in Reading, 35(3), 308-327.
Guo, Y., Sun, S., Puranik, C., & Breit-Smith, A. (2018). Profiles of emergent writing skills among preschool children. Child & Youth Care Forum, 47(3), 421-442.
Hammill DD. (2004). What we know about correlates of reading. Exceptional Children, 70(4), 453-468.
Justice L.M., & Ezell, H.K. (2001). Word and print awareness in 4-year-old children. Child Language Teaching and Therapy, 17(3), 207–225.
Lerner, M. D., & Lonigan, C. J. (2016). Bidirectional relations between phonological awareness and letter knowledge in preschool revisited: A growth curve analysis of the relation between two code-related skills. Journal of Experimental Child Psychology, 144, 166-183.
McBride-Chang, C. (1999). The ABCs of the ABCs: The development of letter-name and letter-sound knowledge. Merrill-Palmer Quarterly 45(2), 285-308.
Piasta, S. B., Purpura, D. J., & Wagner, R. K. (2010). Fostering alphabet knowledge development: A comparison of two instructional approaches. Reading and Writing, 23(6), 607-626.
Puranik, C. S., Lonigan, C. J., & Kim, Y. S. (2011). Contributions of emergent literacy skills to name writing, letter writing, and spelling in preschool children. Early Childhood Research Quarterly, 26(4), 465-474.
Puranik, C. S., Petscher, Y., & Lonigan, C. J. (2014). Learning to write letters: Examination of student and letter factors. Journal of Experimental Child Psychology, 128, 152-170.
Rouse, H.L., & Fantuzzo, J.W. (2006). Validity of the dynamic indicators for basic early literacy skills as an indicator of early literacy for urban kindergarten children. School Psychology Review, 35(3), 341-355.
Scarborough, H. S. (1998). Early identification of children at risk for reading disabilities: Phonological awareness and some other promising predictors. In B. K. Shapiro, P. J. Accardo, & A. J. Capute (Eds.), Specific reading disability: A view of the spectrum (pp. 75-119). Timonium, MD: York Press.
Shaul, S., & Nevo, E. (2015). Different speed of processing levels in childhood and their contribution to early literacy and reading abilities. Early Childhood Research Quarterly, 32, 193-203.
U.S. Department of Health and Human Services, & Administration for Children and Families. (2005). Head Start impact study: First year findings. Washington, DC.
U.S. Department of Health and Human Services, & Administration for Children and Families. (2006). Head Start FACES findings: New research on Head Start outcomes and program quality. Washington, DC.