Factores que deben ser tenidos en cuenta en el proceso de adquisición de la lectura alfabética.

Resumen

This paper reviews reading and literacy research literature related with reading ac­quisition published recently (Adams, 1990, 1998; Clay, 1996; Cunningham and Allington,1994; Delpit 1995; Ehri, 1991; Stanovich, 1996,1981, Vellutino, 1991 et.al., 1996) and stresses how research findings could be introduced in daily practices of preschool and first grade classrooms to prevent reading failure for all children, even for those called at risk (e.g., low income,ethnically or culturally different). The con­clusion is that reading acquisition is mediated by multiple factors (cognitive,instruc­tional and socioemotional) and in order for a child to become a fluent reader all these factors should work well together.

Palabras clave:

Educational psychology Psycholinguistics Preschool children Learning Reading

Citas

Adams,M.J. (1990). Beginning to read : thinking and learning about print. Cambridge, MA: MlT Press.

Adams, M.J. (1998). Phonemic awareness in young children. Cambridge, MA: Books and Resources.

Clay,M.M.(1996). Accommodating diversity in early literacy learning, In D. R. Olson, y N. Torrance (Eds). The handbook of Education and Ritman development (pp. 202- 224). Cambridge: Ma.: Blackwell Publishers.

Cunningham, P M. & Allington, R. L. (1994). Classrooms that work: they all can write and read, New York, NY: Harper Collins College Publishers.

Denckla,M.(1988). Coordinación motora en niños disléxicos: implicaciones y clínicas. En Duffy, F. H. y Geschwind, N. Dislexia aspectos psicológicos y neurológicos. Barcelona: Labor. 172-179.

Delpit, L. (1995) Other people’s children: Cultural conflict in the classroom. New York, NY: New Press. 1·183.

Ehri, L.C. (1991). Development of the ability to read words. In R. Barr, M . L. Kamil, P Mosenthal, y P. D. Pearson (Eds.) Hand­ book of reading research (vol.2,pp.383· 417). New York, NY: Lognman.

Gaskins, I .. , Elliot, T. (1991). Implementing cognitive strategy instruction across the school: the benchmark manual for tea­ chers. Media, PA: Brookline Books.

Geschwind, N. (1988). Fundamentos bioló­ gicos de la lectura. En l)uffy, F H. y Ges. chwind, N. Dislexia aspectos psicológicos y neurológicos. Barcelona:Labor.180.191.

Gough, P B., Juel, C. Griffith, P (1992). Rea· ding, spelling and the ortbograptcb ci­ pher. Jn P. B. Gough, L. C. E-.hri, and R. Treiman (Eds.). Reading Acquisition (pp.35-48). Hillsdale, NJ: Erlbaum.

Juel, C. (1996). What makes literacy tutoring effective? Reading Research Quater/y, 31, 268-289.

Johnston, PH.(1997). Knowing literacy constructive literacy assessment. York: Stenhouse Publishers.

Liberman, I. (1988). ¿Deben las llamadas preferencias de modalidad determinar la naturaleza de la instrucción de los niños con las dificultades para la lectura? En Duffy, F. H. y Geschwind, N. Dislexia aspectos psicológicos y neurotôgtcos. Barcelona: Labor. 90-98.

Marshall, J. (1988). A propósito de algunas relaciones entre las dislexias adquiridas Y las del desarrollo. En Duffy, F. H. Y Geschwind, N. Dislexia aspectos psico­ lógicos y neurológicos. Barcelona: Labor. 180-191.

Mclntryre, T. (1996). Guidelines for providing appropriate services to culturally di­ verse students with emotional and/or behavioral disorders. Behavioral disorders, (2), 137-144.

Ogbu, J. U. (1990). Understanding diversity: summary statements. Education and urban society, 22, (8) 425-429.

Perffeti., C.A. (1991). The psychology, pedagogy and politics of reading. Psycbologi­ cal Science, 2, 70-76.

Roller, C. M. (1996). Variabiùty not disability.· struggling readers in a workshop classroom, Newark: NJ: International reading Association.

Tangei, D., Blachman, B. (1995). Effect of phoneme awareness instruction on the invented spelling of firstgrade children: a one-year followup. Journal of Reading Behavior, 27, 2, 153-266.