Impacto de la lectura repetida interactiva en las habilidades verbales de preescolares de contextos vulnerables

Pelusa Orellana García, María Francisca Valenzuela, Kattia Muñoz

Resumen


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.

Para citar este artículo / To reference this article / Para citar este artigo

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


Palabras clave


Alfabetización; educación de la primera infancia; comprensión; lectura; lenguaje; lenguaje hablado; vocabulario

Texto completo:

PDF HTML

Referencias


Allor, J. H. y McCathren, R. B. (2003). Developing emergent literacy skills through storybook reading. Intervention in School and Clinic, 39(2), 72-79. DOI: 10.1177/10534512030390020201

Anderson, A., Anderson, J., Lynch, J., Shapiro, J. y Eun Kim, J. (2012). Extra-textual talk in shared book reading: A focus on questioning. Early Child Development and Care, 182(9), 1139-1154. DOI: 10.1080/03004430.2011.602189

Baker, L., Scher, D. y Mackler, K. (1997) Home and family influences on motivations for reading. Educational Psychologists, 32(2), 69-82. DOI: 10.1207/s15326985ep3202_2

Barrentine, S. (1996). Engaging with reading through interactive read-alouds. The Reading Teacher, 50(1), 36-43. Recuperado de https://www.jstor.org/stable/20201705

Beck, I., McKeown, M. y Kucan, L. (2002). Bringing words to life. Robust vocabulary instruction. Nueva York: The Guilford Press.

Beck, I. y McKeown, M. (2007). Increasing young low-income children’s oral vocabulary repertoires through rich and focused instruction. The Elementary School Journal, 107(3), 251-271. DOI: 10.1086/511706

Bedregal, P. (2006). Eficacia y efectividad en la atención de niños entre 0 y 4 años. En Foco, 79, 1-30. Recuperado de http://www.expansiva.cl/media/en_foco/documentos/19062006104824.pdf

Beuchat, C. (2006). Narración oral y niños: una alegría para siempre. Santiago de Chile: Universidad Católica de Chile.

Blewitt, P., Rump, K. M., Shealy, S. E. y Cook, S. A. (2002). Shared book reading: When and how questions affect young children’s word learning. Journal of Educational Psychology, 101(2), 294-304. DOI: 10.1037/a0013844

Bortnem, G. M. (2008). Teacher use of interactive read-alouds using nonfiction in early childhood classrooms. Journal of College Teaching and Learning, 5(12), 29-43. DOI: 10.19030/tlc.v5i12.1213

Bourgeois, P., Clark, B. y Salazar, M. (2003). Franklin es un mandón. Bogotá: Norma.

Burns, M., Griffin, P. y Snow, C. (eds.) (1999). Starting out right: A guide to promoting children´s reading success. Washington: National Academy Press.

Bus, A. G., Van Ijzendoorn, M. H. y Pelligrini, A. D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65, 1-21. DOI: 10.3102/00346543065001001

Cazden, C. B. (1986). Classroom discourse. En M. Wittrock (ed.), Handbook of research on teaching (3 ed.). Nueva York: Macmillan.

Connor, C. y Craig, H. (2006). African American preschoolers’ language, emergent literacy skills, and use of African American English: A complex relation. Journal of Speech, Language, and Hearing Research, 49, 771-792. DOI: 10.1044/1092-4388(2006/055)

Copenhaver-Johnson, J., Bowman, J. y Rietschlin, A. J. (2009). Culturally responsive read-alouds in first grade: Drawing upon children’s languages and cultures to facilitate literary and social understandings. En J. C. Scott, D. Y. Straker y L. Katz (eds.), Affirming students’ rights to their own language: Bridging language policies and pedagogical practices. Nueva York: Routledge & NCTE.

Craig, H. K. Connor, C. M. y Washington, J. A. (2003). Early positive predictors of later reading comprehension for African American students: A preliminary investigation. Language, Speech, and Hearing Services in Schools, 34, 31-43. Recuperado de http://hdl.handle.net/2027.42/83322

Cunningham, A. E. y Stanovich, K. E. (1997). Early reading acquisition and its relation to reading experience and ability ten years later. Developmental Psychology, 33, 934-945. DOI: 10.1037/0012-1649.33.6.934

Dickinson, D. (2001). Book reading in preschool classrooms: Is recommended practice common? En D. K. Dickinson y P. O. Tabors (eds.), Building literacy with language: Young children learning at home and school (pp. 175-203). Baltimore: Brookes.

Dickinson, D. y Smith, M. (1994). Long-term effects of preschool teachers’ book readings on low-income children´s vocabulary and story understanding. Reading Research Quarterly, 29(2), 105-122. DOI: 10.2307/747807

Dickinson, D. y Porche, M. (2011). Relation between language experiences in preschool classrooms and children’s kindergarten and fourth-grade language and reading abilities. Child Development, 82(3), 870-886. DOI: 10.1111/j.1467-8624.2011.01576.x

Dickinson, D., Golinkoff, R. y Hirsh-Pasek, K. (2010). Speaking out for language: Why language is central to reading development. Educational Researcher, 39(4), 305-310. Recuperado de https://www.jstor.org/stable/27764601

Duke, N. K. y Kays, J. (1998). “Can I say ‘Once upon a time’?” Kindergarten children developing knowledge of information book language. Early Childhood Research Quarterly, 13(2), 295-318. DOI: 10.1016/S0885-2006(99)80041-6

Echeverría, M., Herrera, M. O. y Segure, J. T. (1992). TEVI-R. Test de Vocabulario en Imágenes. Chile: Universidad de Concepción.

Eyzaguirre, B. y Fointaine, L. (2008). Las escuelas que tenemos. Santiago: Centro de Estudios Públicos.

Feitelson, D., Kita, B. y Goldstein, Z. (1986). Effects of listening to series stories on first graders’ comprehension and use of language. Research in the Teaching of English, 20, 339-356. Recuperado de https://www.jstor.org/stable/40171092

Fitzgerald, J., Spiegel, D. L. y Cunningam, J. W. (1991). The relationship between parental literacy level and perceptions of emergent literacy. Journal of Reading Behavior, 23, 191-212. DOI: 10.1080/10862969109547736

Hargraves, A. C. y Sénéchal, M. (2000). A book reading intervention with preschool children who have limited vocabularies: The benefits of regular reading and dialogical reading. Early Childhood Research Quarterly, 15, 75-90. 10.1016/S0885-2006(99)00038-1

Hart, B. y Risley, T. R. (1995). Meaningful differences in the everyday experience of young American Children. Baltimore: Brookes.

Hoffman, J. L. (2011). Co-constructing meaning: Interactive literary discussions in kindergarten read-alouds. The Reading Teacher 65(3), 183-94. DOI: 10.1002/TRTR.01025

Justice, L. M., Mashburn, A., Hambre, B. y Pianta, R. (2008). Quality of language and literacy instruction in preschool classrooms serving at-risk pupils. Early Childhood Research Quarterly, 23(1), 421-429. DOI: 10.1016/j.ecresq.2007.09.004

Justice, L. M. y Kaderavek, J. N. (2004). Embedded-explicit emergent literacy intervention I: background and description of approach. Language, Speech & Hearing Services in Schools, 35, 201-221. DOI: 10.1044/0161-1461(2004/020)

Justice, L. M., Kaderavek, J. N., Fan, X., Sofka, A. y Hunt, A. (2009). Accelerating preschoolers’ early literacy development through classroom-based teacher-child storybook reading and explicit print referencing. Language, Speech and Hearing Services in Schools, 40(1), 67-85. DOI: 10.1044/0161-1461(2008/07-0098)

Kindle, K. J. (2009). Vocabulary development during read-alouds: Primary practices. The Reading Teacher, 63(3), 202-211. DOI: 10.1598/RT.63.3.3

Kindle, K. (2011). Same book, different experience: a comparison of shared reading in preschool classrooms. Journal of Language and Literacy Education, 7(1), 13-34. Recuperado de https://files.eric.ed.gov/fulltext/EJ1097102.pdf

Kucan, L. (2012). What is most important to know about vocabulary? The Reading Teacher, 65(6), 360-366. DOI: 10.1002/TRTR.01054

Larraín, A., Strasser, K. y Lissi, M. R (2012). Lectura compartida de cuentos y aprendizaje de vocabulario en edad preescolar: un estudio de eficacia. Estudios de Psicología, 33(3), 379-383. DOI: 10.1174/021093912803758165

Lawrence, J. y Snow, C. (2011). Oral discourse and reading. En M. L. Kamil, P. D. Pearson, E. Moje y P. Afflerbach (eds.), Handbook of Reading Research (vol. IV, pp. 320-337). Nueva York: Routledge.

Lennox, S. (2013). Interactive read-alouds. An avenue for enhancing children’s language for thinking and understanding: A review of recent research. Early Childhood Education Journal, 41, 381-389. DOI: 10.1007/s10643-013-0578-5

Leung, C. B. (2008). Preschoolers’ acquisition of scientific vocabulary through repeated read-aloud events, retellings, and hands-on science activities. Reading Psychology, 29, 165-193. DOI: 10.1080/02702710801964090

Marulis, L. M. y Neuman, S. B. (2010). The effects of vocabulary intervention on young children´s word learning: A meta-analysis. Review of Educational Research, 80(3), 300-335. DOI: 10.3102/0034654310377087

McGee, L. y Schickedanz, J. (2007). Repetead interactive read-alouds in preschool and kindergarten. The Reading Teacher, 60(8), 742-751. DOI: 10.1598/RT.60.8.4

Mineduc (1998). Evaluación de programas de educación parvularia en Chile: resultados y desafíos. Santiago: Ministerio de Educación.

Morrow, L., Tracey, D. y Renner Del Nero, J. (2011). Best practices in early literacy: Preschool, kindergarten and first grade. En L. Morrow, L. Gambrell y N. Duke (eds.), Best practices in literacy instruction (4 ed., pp. 67-95). Nueva York: Guilford Press.

Morrow, L. M. y Smith, J. K. (1990). The effects of group size on interactive storybook reading. Reading Research Quarterly, 25(3), 213-231. DOI: 10.2307/748003

Neslihan, D. y Simsek, O. (2014). Storybook reading of preschool teachers in the USA and Turkey. International Journal of Education and Research, 2(7), 41-54. Recuperado de http://www.ijern.com/journal/July-2014/04.pdf

Neuman, S. B. y Celano, D. (2001). Access to print in low-income and middle-income communities: An ecological study of four neighborhoods. Reading Research Quarterly, 36, 8-26. DOI: 10.1598/RRQ.36.1.1

Neuman, S. B. (2003). From Rhetoric to Reality: The case for high quality prekindergarten. Phi Delta Kappan, 85(4), 286-291. DOI: 10.1177/003172170308500408

Noboa-Hidalgo, G. y Urzua, S. (2012). The effects of participation in public child care centers: Evidence from Chile. Journal of Human Capital, 6(1), 1-34. DOI: 10.1086/664790

OECD - Organization for Economic Co-operation and Development (2013). Quality matters in early childhood education and care: Sweden 2013. M. Taguma, I. Litjens y K. Macowicki (comps.). París: OECD.

Orellana, P., Melo, C. y Fitzgerald, J. (2014). La relación entre la comprensión lectora silenciosa y sus subprocesos en niños con dificultades lectoras tempranas. Conferencia Internacional IRECE, Universidad Diego Portales, enero 8-10.

Orellana, P. y Melo, C. (2014). Ambiente letrado y estrategias didácticas en la educación preescolar chilena. Magis. Revista Internacional de Investigación en Educación, 6(13), 113-128. DOI: 10.11144/Javeriana.M6-13.ALED

Otto, B. (2008). Literacy development in early childhood. EE.UU.: Pearson.

Paris, A. H. y Paris, S. G. (2003). Assessing narrative comprehension in young children. Reading Research Quarterly, 38, 36-76. DOI: 10.1598/RRQ.38.1.3

Paratore, J., Cassano, C. y Schickedanz, J. (2011). Support early (an later) literacy development at home and school: The long view. En M. Kamil, P. Pearson, E. Moje y P. Afflerbach (eds.), Handbook of Reading Research (4 ed., pp 107-135). Nueva York: Routledge.

Peralta, M. V. (2011). Early childhood education and public care policies in Chile. International Journal of Child Care and Education Policy, 5, 17-27. DOI: 10.1007/2288-6729-5-1-17

Pearson, P. D., Hiebert, E. H. y Kamil, M. L. (2007). Vocabulary assessment: what we know and what we need to learn. Reading Research Quarterly, 42(2), 282-295. DOI: 10.1598/RRQ.42.2.4

Pianta, R. C. (2012). Handbook of Early Childhood Education. Nueva York: Guilford Press.

Renz, M., Valenzuela, M. F. y Yakuba, P. (2014). PHMS. Prueba para evaluar habilidades metaligüísticas de tipo semántico. Santiago: Universidad de Chile.

Reutzel, D. R. (2001). New thinking on read-aloud: New research helps you reap the biggest benefits from read-aloud. Instructor (mayo-junio), 23-24.

Reznitskaya, A. y Anderson, R. (2002). The argument schema and learning to reason. En C. C. Block y M. Pressley (eds.), Comprehension instruction (pp. 319-334). Nueva York: Guilford.

Robbins, C. y Ehri, L. (1994). Reading storybooks to kindergartners helps them learn new vocabulary words. Journal of Educational Psychology, 86(1), 54-64. DOI: 10.1037/0022-0663.86.1.54

Rolla San Francisco, A., Arias, M. y Villers, R. (2005). Quality early childhood education in Costa Rica? Policy, practice, outcomes and challenges. Early Years, 25, 113-127. DOI: 10.1080/09575140500127956

Santoro, L. E., Chard, D. J., Howard, L. y Baker, S. K. (2008). Making the “very” most of classroom read-alouds to promote comprehension and vocabulary. The Reading Teacher, 61(5), 396-408. DOI: 10.1598/RT.61.5.4

Shatz, E. K. y Baldwin, R. S. (1986). Context clues are unreliable predictors of word meanings. Reading Research Quarterly, 21, 439-453. DOI: 10.2307/747615

Silverman, R. y Crandell, J. (2010). Vocabulary practices in prekindergarten and kindergarten classrooms. Reading Research Quarterly, 45(3), 318-340. Recuperado de https://www.jstor.org/stable/27822890

Sipe, L. R. (2008). Storytime: Young children´s literary understanding in the classroom. Nueva York: Teachers College Press.

Smolkin, L. B. y Donovan, C. A. (2001). The contexts of comprehension: information book read-alouds and comprehension acquisition. Elementary School Journal, 102, 97-122. Recuperado de https://www.jstor.org/stable/1002203

Strasser, K. y Lissi, M. R. (2009). Home and instruction effects on emergent literacy in a sample of Chilean kindergarten children. Scientific Studies of Reading, 13, 175-204. DOI: 10.1080/10888430902769525

Strasser, K., Lissi, M. R. y Silva, M. (2009). Gestión del tiempo en 12 salas chilenas de Kindergarten: Recreo, colación y algo de instrucción. Psykhé, 18(1), 85-96. DOI: 10.4067/S0718-222820090001000242

Sulzby, E. y Teale, W. (1991). Emergent literacy. En R. Barr, M. Kamil, P. Mosenthal y P. D. Pearson (eds.), Handbook of Reading Research (vol. II, pp. 727-757). Nueva York: Longman.

Tornero, B., Ramaciotti, A., Truffello, A. y Valenzuela, F. (2015). Nivel cognitivo de las preguntas que formulan las educadoras de párvulos de segundo nivel de transición durante la hora del cuento. Educación y Educadores, 18(2), 261-283. DOI: 10.5294/edu.2015.18.2.5

Treviño, E. (2013). Calidad de la educación parvularia: las prácticas de clase y el camino a la mejora. Pensamiento Educativo, 50(1), 40-62. DOI: 10.7764/PEL.50.1.2013.4

Urzúa, S. y Veramendi, G. (2011). The impact of out-of- home childcare centers on early childhood development. IDB Working Paper Series (IDB-WP-240).

Valenzuela, M. F. (2005). Instrucción temprana y alfabetización inicial. Estudio en niños de una comuna de Santiago. Tesis de Magister en Psicología Educacional, Universidad Católica de Chile, Escuela de Psicología, Santiago de Chile.

Van den Broek, P. (2001). The role of television viewing in the development of reading comprehension. Washington: US Department of Education.

Villalón, M., Suzuki, E., Herrera, M. O. y Mathiesen, M. E. (2002). Quality of Chilean early childhood education from an international perspective. International Journal of Early Years Education, 10(1), 49-59. DOI: 10.1080/09669760220114845

Wasik, B. y Bond, M. A. (2001). Beyond the pages of a book: Interactive book reading and language development in preschool classrooms. Journal of Educational Psychology, 93, 243-250. DOI: 10.1037/0022-0663.93.2.243

Whitehurst, G. J., Falco, F. L., Lonigan, C., Fischel, J. E., Valdez-Menchaca, M. C., De Baryshe, B. D. y Caulfield, M. (1988). Accelerating language development through picture-book reading. Developmental Psychology, 24, 552-558. DOI: 10.1037/0012-1649.24.4.552

Wiseman, A. (2011). Interactive reads alouds: Teachers and students constructing knowledge and literacy together. Early Childhood Education Journal, 38, 431-438. DOI: 10.1007/s10643-010-0426-9

Yoshikawa, H., Leyva, D., Snow, C. E. Treviño, E., Barata, C., Weiland, C., … Arbour, M. C. (2015). Experimental impacts of a teacher professional development program in Chile on preschool classroom quality and child outcomes. Developmental Psychology, 51(3), 309-322. DOI: 10.1037/a0038785




DOI: https://doi.org/10.5294/edu.2018.21.3.3



Copyright (c) 2018 Educación y Educadores



Indexada en: SciELORedalycHINARIPublindex (B), EBSCO-Fuente Académica, Ulrich's, Google AcadémicoDialnetCLASELatindexBiblioteca Digital OEIProQuest - Education Journals.

Correo electrónico: educacion.educadores@unisabana.edu.co
Canje: canje.biblioteca@unisabana.edu.co