Methodological guide to develop phonological awareness in students of the third year of general basic education

Authors

  • Schorlis Marivel Gamboa Estrada Unidad Educativa Fiscal “Tenguel”, Ecuador
  • Lidia Guisela Rodriguez Barahona Escuela Educación Básica “Valdivia”, Ecuador
  • Virginia Sánchez Andrade Universidad Bolivariana del Ecuador, Ecuador

Keywords:

phonological awareness, methodological guide, assessment, expert validation, language development

Abstract

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.

References

Andrade-Santamaría, J. V., Andrade-Solís, P. E., & Zumba-Faicán, D. P. (2023). Desarrollo neurobiológico de la conciencia fonológica y su relación con la lectoescritura. Revista Científica y Arbitrada de Ciencias Sociales y Trabajo Social: Tejedora, 6(12), 87-98.

Anthony, J. L., & Francis, D. J. (2005). Development of phonological awareness. Current directions in psychological Science, 14(5), 255-259. https://doi.org/10.1111/j.0963-7214.2005.00376.x

Arenas, A. C. (2021). Métodos mixtos de investigación. Magisterio.

Berninger, V. W., Abbott, R. D., Nagy, W., & Carlisle, J. (2010). Growth in phonological, orthographic, and morphological awareness in grades 1 to 6. Journal Of Psycholinguistic Research, 39(2), 141-163. https://doi.org/10.1007/s10936-009-9130-6

Ciesielski, E. J., & Creaghead, N. A. (2020). The effectiveness of professional development on the phonological awareness outcomes of preschool children: A systematic review. Literacy Research and Instruction, 59(2), 121-147. https://doi.org/10.1080/19388071.2019.1710785

Costa, H. C., Perdry, H., Soria, C., Pulgar, S., Cusin, F., & Dellatolas, G. (2013). Emergent literacy skills, behavior problems and familial antecedents of reading difficulties: A follow-up study of reading achievement from kindergarten to fifth grade. Research in developmental disabilities, 34(3), 1018-1035. https://doi.org/10.1016/j.ridd.2012.11.029

Cuadras, C. M., & Greenacre, M. (2022). A short history of statistical association: From correlation to correspondence analysis to copulas. Journal of Multivariate Analysis, 188, 104901. https://doi.org/10.1016/j.jmva.2021.104901

de la Caridad Rodrigues, A. M., & Montaner, J. D. V. R. (2019). Escritura en educación inicial y su transición al 1er grado de educación básica. Horizontes pedagógicos, 21(1), 65-72.

Fernández, D. M. M., Justiniano, L. M. S., & Dìaz, A. D. R. (2021). Psicología educativa. Infinite Study.

Kjeldsen, A. C., Kärnä, A., Niemi, P., Olofsson, A., & Witting, K. (2014). Gains from training in phonological awareness in kindergarten predict reading comprehension in grade 9. Scientific Studies of Reading, 18(6), 452-467. https://doi.org/10.1080/10888438.2014.940080

Llombart-Huesca, A. (2019). Phonological awareness and spelling of Spanish vowels in Spanish heritage language learners. Hispanic Studies Review, 4(1), 80-97.

Navarro, F., Ávila, N., & Cárdenas, M. (2020). Lectura y escritura epistémicas: movilizando aprendizajes disciplinares en textos escolares. Revista Electrónica de Investigación Educativa, 22, 1-13. https://doi.org/10.24320/redie.2020.22.e15.2493

Olaya, Y. C. Q., & Correa, F. M. (2023). La conciencia fonológica en el desarrollo de los procesos de lectura y escritura en edad escolar temprana. Revista de educación y pensamiento, 30(30), 15-20.

Ormaza, H. C., & Benavides, N. C. C. (2022). La educación en Ecuador, retos y perspectivas. Polo del Conocimiento: Revista científico-profesional, 7(8), 2030-2045.

Ortiz Aguilar, W., Díaz, L. B. S., & Revelo, E. R. (2020). Estrategias didácticas en entornos virtuales de enseñanza-aprendizaje universitarios. Opuntia Brava, 12(4), 68-83.

Ortiz Aguilar, W., Ortega Chávez, W., Valencia Cruzaty, L. E., González Vásquez, Á. E., & Gamarra Mendoza, S. (2021). La educación estadística del ingeniero: reto de la educación superior. Revista Universidad y Sociedad, 13(5), 307-318.

Pfost, M., Blatter, K., Artelt, C., Stanat, P., & Schneider, W. (2019). Effects of training phonological awareness on children's reading skills. Journal of Applied Developmental Psychology, 65, 101067. https://doi.org/10.1016/j.appdev.2019.101067

Pinto, C. S. R., Herrera, E. R. Y., Egüez, D. E. A., &Tipan, T. Y. N. (2022). Herramientas digitales para el desarrollo de la conciencia fonológica. Ciencia Latina Revista Científica Multidisciplinar, 6(3), 2922-2936.

Ramírez Calixto, C. Y., Arteaga Rolando, M. A., & Luna Alvarez, H. E. (2020). Las habilidades de coordinación visomotriz para el aprendizaje de la escritura. Revista Universidad y Sociedad, 12(1), 116-120.

Zúñiga W., W. B., Álvarez J., E. F., Verónica M., L. G., & Edita M., L. Y. (2023). Desarrollo Cognitivo en las Dimensiones de la Conciencia Fonológica en Niños de Segundo Grado de Educación Básica de la Escuela Manuel Gómez Abad del Período 2023-2024. Ciencia Latina Revista Científica Multidisciplinar, 7(5), 647-670.

Downloads

Published

2024-03-05

How to Cite

Gamboa Estrada, S. M., Rodriguez Barahona, L. G., & Sánchez Andrade, V. (2024). Methodological guide to develop phonological awareness in students of the third year of general basic education. Maestro Y Sociedad, 21(1), 139–152. Retrieved from https://maestroysociedad.uo.edu.cu/index.php/MyS/article/view/6350

Issue

Vol. 21 No. 1 (2024)

Section

Artículos

License

Copyright (c) 2024 Schorlis Marivel Gamboa Estrada, Lidia Guisela Rodriguez Barahona, Virginia Sánchez Andrade

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

This journal provides immediate open access to its content, based on the principle that offering the public free access to research helps a greater global exchange of knowledge. Each author is responsible for the content of each of their articles. 

Most read articles by the same author(s)