Efectos de la intervención en conciencia morfológica sobre la lectura, escritura y comprensión: meta-análisis

• Autores: Mercedes Isabel Rueda Sánchez, Patricia López Bastida
• Localización: Anales de psicología, ISSN-e 1695-2294, ISSN 0212-9728, Vol. 32, Nº. 1, 2016, págs. 60-71
• Idioma: español
• Enlaces
  • Texto completo
• Dialnet Métricas: 9 Citas
• Resumen
  • español

    El objetivo es comprobar, mediante meta-análisis, el impacto de las intervenciones en conciencia morfológica sobre, la lectura, escritura, comprensión y vocabulario de los escolares. Se han incluido en el metaanálisis 31 estudios, obtenidos de 19 artículos que cumplen los criterios de selección. La instrucción en conciencia morfológica tiene un tamaño del efecto medio alto y significativo en las variables de alfabetización estudiadas.

    En lectura, g=0.473, SE=0.096, CI=0.284 a 0.662, p=.000, escritura, g= 0.491, SE=0.078, CI=0.339 a 0.643, p= .000, comprensión, g=0.468, SE=0.123, CI=0.227 a 0.708, p=.000 y vocabulario, g=0.501, SE=0.152, CI=0.203 a 0.798, p=.001. El test de heterogeneidad Q resulta significativo sólo en escritura, por lo que fueron exploradas otras variables moderadoras, no encontrando diferencias entre los grupos. Se demuestra que el entrenamiento en conciencia morfológica tiene un impacto importante en la lectura, vocabulario y comprensión de los escolares sin y con dificultades lectoras.

    Mientras que en escritura los resultados son más heterogéneos.

  • English

    The aim is to check, through a meta-analysis, the impact of morphological awareness training on writing, reading, comprehension and vocabulary of grade schooler. 31 studies were included in the meta-analysis;

    they were obtained from 19 articles that meet the selection criteria. Morphological awareness instruction has a high-medium and significant effect size in studied variables of literacy. On writing, g=0.491, SE=0.078, IQ=0339-0643, p=.000, reading, g=0.473, SE=0.096, IQ=0284-0662, p=.000, comprehension, g=0.468, SE=0.123, IQ=0227-0708, p= .000 and finally vocabulary, g=0.501, SE=0.152, IQ=0203-0798, p= .001. The test of Heterogeneity Q is only significant on writing so other moderating variables were explored but no differences between groups were found. It shows morphological awareness training improves reading, vocabulary and comprehension of grade schooler with and without reading difficulties.

    Nevertheless, the results on writing are more heterogeneous.

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