Programa de Estimulación de Habilidades Psicolingüísticas (PEHP) y velocidad lectora en segundo año de primaria: un estudio piloto
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Revista de Psicologia
Abstract
El Programa de Estimulación de Habilidades Psicolingüísticas (PEHP) busca generar destrezas, tanto cognitivas como lingüísticas, que permitan a los estudiantes afrontar de mejor manera el proceso de lecto-escritura. Comienza en los niveles preescolares de Transición I y II, enfocándose en potenciar al máximo los precursores neuropsicológicos considerados por la literatura científica como fundamentales en el desarrollo de la lectura. Posteriormente, continúa en primer año de primaria afianzando los contenidos abordados en los años anteriores y trabajando el desarrollo de la velocidad lectora por medio del reconocimiento grafema-fonema y de la estimulación de la vía subléxica. El objetivo del presente artículo es demostrar la efectividad de un programa de estimulación de los precursores neuropsicológicos de la lectura, el cual se desarrolla durante tres años comenzando a nivel preescolar y que continúa hasta finales del primer año de primaria. Los resultados del PEHP señalan que aquellos estudiantes que han recibido el programa completo, rinden en promedio 2.83 veces mejor que aquellos que no, así como también que los estudiantes son 5.08 veces mejor posicionados en el rendimiento lector esperado para su nivel. Se concluye que, considerando las limitaciones propias del estudio, en relación al tamaño muestral y grupo de control, aparentemente el PEHP sería efectivo para el desarrollo de la velocidad lectora en estudiantes de 2° año de primaria.
The Psycholinguistic Skills Stimulation Program seeks to generate skills, both cognitive and linguistic, that allow students to better cope with the reading-writing process. It begins at the preschool levels of Transition I and II, focusing on maximizing the neuropsychological precursors considered by the scientific literature as fundamental in the development of reading. Subsequently, it continues in the first year of primary school consolidating the contents addressed in the previous years and working on the development of reading speed through grapheme-phoneme recognition and the stimulation of the sublexic pathway. The objective of this article is to demonstrate the effectiveness of a program of stimulation of neuropsychological precursors of reading, which is developed over three years starting at the preschool level and continues until the end of the first year of primary school. The results of the PEHP indicate that those students who have received the complete program, perform on average 2.83 times better than those who do not, as well as that the students are 5.08 times better positioned in the expected reader performance for their level. It is concluded that, considering the limitations of the study, in relation to the sample size and control group, apparently the PEHP would be effective in the development of reading speed in students in 2nd year of primary school
The Psycholinguistic Skills Stimulation Program seeks to generate skills, both cognitive and linguistic, that allow students to better cope with the reading-writing process. It begins at the preschool levels of Transition I and II, focusing on maximizing the neuropsychological precursors considered by the scientific literature as fundamental in the development of reading. Subsequently, it continues in the first year of primary school consolidating the contents addressed in the previous years and working on the development of reading speed through grapheme-phoneme recognition and the stimulation of the sublexic pathway. The objective of this article is to demonstrate the effectiveness of a program of stimulation of neuropsychological precursors of reading, which is developed over three years starting at the preschool level and continues until the end of the first year of primary school. The results of the PEHP indicate that those students who have received the complete program, perform on average 2.83 times better than those who do not, as well as that the students are 5.08 times better positioned in the expected reader performance for their level. It is concluded that, considering the limitations of the study, in relation to the sample size and control group, apparently the PEHP would be effective in the development of reading speed in students in 2nd year of primary school
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No. 22