Methodological guide to develop phonological awareness in students of the third year of general basic education
Keywords:
phonological awareness, methodological guide, assessment, expert validation, language developmentAbstract
Introduction: Phonological awareness, fundamental for linguistic development, has become a crucial focus in education. This study proposes a methodological guide to enhance this skill in third grade students. Materials and methods: The sample, representative of the Tenguel Educational Unit, included 40 students and 3 educators. The methodology addressed the initial evaluation, design and validation of the guide. For the evaluation, standardized tests and semi-structured interviews were applied. The guide was designed after reviewing literature and good practices. Experts, selected for their educational and phonological experience, validated the guide, providing a weighted evaluation on key criteria such as clarity, theoretical relevance and practical applicability. Results: The results revealed a positive correlation between sound discrimination and phoneme identification. Individual variability highlighted the need for differentiated approaches. Expert validation, with a weighted average of 3.79, underlined the positive support for the guideline. This study not only identifies challenges in phonological awareness but also proposes a practical and effective tool to address them, contributing significantly to the educational field and the linguistic development of students. Discussion: Writing, speaking and listening as socio-cultural practices, thus reflecting a diversity of expressions and trajectories that vary according to contexts, actors, communication processes and intentions. Conclusions: The initial assessment of students highlighted diversity in phonological skills, underscoring the importance of addressing individual needs. Collaborating with educators provided critical insights into the importance of phonological awareness and common challenges in the classroom.
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