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Vol. 23. Issue 2.
Pages 137-143 (July - December 2018)
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Vol. 23. Issue 2.
Pages 137-143 (July - December 2018)
Original
Longitudinal Study on the Development of Literacy Skills During Literacy
Estudio longitudinal sobre el fomento de las habilidades de escritura en el periodo de alfabetización inicial
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Raúl Gutiérrez-Fresneda
Universidad de Alicante, Spain
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Table 1. Descriptive statistics and mixed ANOVA results of repeated measures of evaluation and group comparisons
Table 2. Descriptive statistics according to sex and mixed ANOVA results of repeated measures of the comparisons, evaluation, group and sex
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Abstract

There are many studies carried out in recent years on the process of learning to read. But there are very few works centered on the writing system and on the elements that favor this learning. The objectives of this study were to know the skills that facilitate access to learning the written code. A longitudinal quasi-experimental design was used, which showed the progress of 426 students from 5 to 7 years in the learning of writing. The results indicate that oral language, phonological awareness and naming speed are elements that favor this learning and reduce the risk of learning difficulties in the writing system.

Keywords:
Oral language
Written language
Writing
Literacy
Writing instruction
Resumen

Durante las últimas décadas han sido numerosas las investigaciones que se han centrado en el estudio de las habilidades que favorecen el proceso de adquisición de la lectura. Sin embargo, son escasos los estudios efectuados con relación al aprendizaje de la escritura y al conocimiento de los factores que contribuyen a este aprendizaje. El objetivo de este estudio se ha centrado en determinar qué variables facilitan la adquisición de la escritura en los primeros momentos en los que se accede al aprendizaje del código escrito. Se ha empleado un diseño cuasiexperimental de corte longitudinal que permite observar la evolución de 426 estudiantes desde los 5 hasta los 7 años de edad. Los resultados apoyan el desarrollo de modelos didácticos que integren el desarrollo del lenguaje oral, la conciencia fonológica y la rapidez de denominación tanto para la mejora del aprendizaje de la escritura como para la prevención de dificultades en esta habilidad lingüística.

Palabras clave:
Lenguaje oral
Lenguaje escrito
Escritura
Alfabetización
Enseñanza de la escritura

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