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Escribano y Katzir, 2008). Por lo tanto, al evalu al finalizar el curso. Los objetivos
ser alumnos mayores, no se han estudiado son, por una parte, analizar el papel
los predictores de la lectura porque las diferencial de los predictores conciencia
investigaciones indican que la relacin fonolgica y velocidad de denominacin
causal entre el conocimiento fonolgico y la segn la edad en los grupos experimental y
lectura se da en nios que inician su control. El segundo objetivo es analizar las
aprendizaje (Brady, Fowler, Stone y diferencias en la precisin y la velocidad
Winbury, 1994). de la lectura de palabras y
pseudopalabras en el grupo experimental
En el presente trabajo la intervencin y en el de control.
en conciencia fonolgica y velocidad de
denominacin se llev a cabo con alumnos
2. MTODO
de Educacin Infantil (4 y 5 aos) y Primero
de Primaria (6 aos). Estos constituyen el 2.1. Participantes
grupo experimental, que recibi
instruccin durante tres aos. Por su parte, el En este trabajo participaron 326
grupo control sigui el plan curricular alumnos (166 nios y 160 nias) de
oficial. Se analizan los datos de lectura de Segundo y Tercero de Educacin Infantil y
palabras y pseudopalabras cuando los de Primero de Primaria pertenecientes a
alumnos finalizaron Primero de Primaria, de cuatro centros educativos, dos pblicos y
modo que, para los nios del grupo dos concertados, situados en zonas urbanas
experimental y control que comenzaron y perifricas de dos provincias de Espaa.
cuando tenan cuatro aos, la medicin se Dos colegios fueron asignados al azar al
realiz tres aos despus del inicio del grupo experimental (171) y los otros dos al
programa, mientras que para los que grupo control (155). La distribucin por
empezaron con cinco fue a los dos aos, y a grupos y segn las edades puede verse en la
los que empezaron con seis aos, se les Tabla 1.
Variable GE GC F GE GC F GE GC F
M(DT) M(DT) M(DT) M(DT) M(DT) M(DT)
Precisin lectura de palabras 38,28 37,86 0,59 38,07 36,60 6,51** 38,73 37,86 2,82
(2,23) (3,58) (2,00) (3,60) (1,94) (3,31)
Precisin lectura de 36,07 34,29 4,46* 36,34 35,05 3,27 36,78 36,30 0,506
pseudopalabras (2,95) (5,76) (3,13) (3,83) (4,04) (3,11)
Velocidad lectura de palabras 65,73 86,05 4,06* 70,73 87,50 4,65 61,47 88,93 3,77
(22,73) (74,61) (23,89) (50,92) ** (23,91) (102,16) *
Velocidad lectura de 89,80 112,50 4,49* 96,48 112,38 4,57* 85,47 94,53 2,96
pseudopalabras (21,99) (79,87) (22,71) (48,73) (19,07) (34,23)
Nota. *p < ,05; **p < ,01; para 4 aos gl(1,116); para 5 aos gl(1,94); para 6 aos
gl(1,110).
Tabla 4. Resultados del anlisis ANOVA de la precisin y velocidad de lectura de palabras y
pseudopalabras en el post-test respecto al grupo del alumno (experimental y control) para los nios que
empezaron con 4, 5 y 6 aos
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