El desarrollo de habilidades de conciencia fonológica de niños mexicanos de 2 años y 6 meses a 5 años y 11 meses de edad

• BEATRIZ BELTRÁN-NAVARRO ^[1] ; ANA LUISA GONZÁLEZ-REYES ^[1] ; ESMERALDA MATUTE ^[1] ; MONICA ROSSELLI ^[2]
  1. [1] Universidad de Guadalajara

     Universidad de Guadalajara

     México

     
  2. [2] Florida Atlantic University

     Florida Atlantic University

     Estados Unidos

     
• Localización: EduPsykhé: Revista de psicología y educación, ISSN 1579-0207, Vol. 15, Nº. 1, 2016, págs. 31-51
• Idioma: español
• Títulos paralelos:
  • Development of phonological awareness abilities on mexican spanish-speaking preschoolers aged between 2;06 to 5;11 years
• Enlaces
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• Dialnet Métricas: 2 Citas
• Resumen
  • español

    El objetivo de este estudio es conocer el efecto de la edad, tipo de escuela y sexo de preescolares mexicanos así como escolaridad de la madre en la realización de una prueba de conciencia fonológicaque forma parte de la Evaluación Neuropsicológica Infantil- Preescolar (ENI-P). Ésta incluye tres subpruebas: Segmentación Silábica, Detección de Rima y Detección del Sonido Inicial. Se evaluaron 411 niños mexicanos con edades comprendidas entre los 2 años y 6 meses a 5 años 11 meses. Se demostró adecuada consistencia interna y confiabilidad Test-Retest. Los resultados mostraron que la edad y la escolaridad de la madre tuvieron un efecto positivo en las tres subpruebas. No se encontró efecto del tipo de escuela o el sexo. Se discuten las implicaciones de los hallazgos sobre el desarrollo de la conciencia fonológica.

  • English

    The aim of this work was to know the effect of age, children’s school attendance, sex and mother school attendance on children’s phonological awareness scores from the Evaluación Neuropsicológica Infantil-Preescolar (ENI-P). This test includes three subtests: Syllabic Segmentation, Rhyme Detection and Initial Sound Detection. Four hundred eleven Mexican Spanish-speaking preschoolersaged between 2 years and a half to 5 years 11 months were included. Appropriate internal consistency and Test-Retest reliability were demonstrated. Results showed that the three subtests captured differences across ages. Critically, maternal education had an impact on children’s performance on all subtests, but there was no effect of children’s school attendance or sex. These results suggest that the phonological awareness abilities test is a reliable assessment for Spanish-speaking preschoolers.

    We discuss the implications of our outcomes on phonological awareness development.

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