Impacto de la lectura repetida interactiva en las habilidades verbales de preescolares de contextos vulnerables
DOI:
https://doi.org/10.5294/edu.2018.21.3.3Palabras clave:
Alfabetización, educación de la primera infancia, comprensión, lectura, lenguaje, lenguaje hablado, vocabularioResumen
Impact of Repeated Interactive Read-aloud on the Speaking Skills of Preschool Students in Vulnerable Contexts
Impacto da leitura repetida interativa nas habilidades verbais de estudantes pré-escolares em contextos vulneráveis
Este estudio describe la implementación de la lectura repetida interactiva, como actividad para incrementar el vocabulario y la conciencia semántica de preescolares chilenos de contextos vulnerables. Estudios en este país muestran que son escasas las instancias en que se promueve el vocabulario en sala de clases preescolares. En esta investigación participaron 47 estudiantes de prekínder divididos en grupos experimental y control. Maestras y asistentes del grupo experimental recibieron una capacitación en el uso de la lectura repetida interactiva, que incluyó definiciones conceptuales, demostraciones, acompañamiento, libros para la lectura y material de actividades. El grupo de control recibió la intervención, una vez finalizado el estudio. Se examinaron los resultados de los alumnos mediante análisis descriptivos y de varianza, con mejoras significativas en vocabulario receptivo, pero no en habilidades metasemánticas, como el uso de analogías, identificación de textos sin sentido y semejanzas y diferencias a favor del grupo experimental. El estudio también mostró que la combinación en conjunto de estrategias didácticas orales e icónicas favorece la adquisición de estas mejoras.
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Orellana-García, P., Valenzuela, M. F. y Muñoz, K. (2018). Impacto de la lectura repetida interactiva en las habilidades verbales de preescolares de contextos vulnerables. Educación y Educadores 21(3), 409-432. DOI: 10.5294/edu.2018.21.3.3
Recibido: 25/02/2018
Aprobado: 11/11/2018
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