Pre-reading skills of preschool students in the Colombian Caribbean region
Main Article Content
Abstract
This descriptive study uses a quantitative, cross-sectional design that reviews some pre-reading skills that account for student readiness in a sample of preschoolers from a low socio-economic background in the Caribbean region of Colombia. Several measures were used: DIBELS, PLS 4, NEPSY II and the BOHEM-3 to assess auditory comprehension, phonological awareness, speed of naming, speed of processing, and relational concepts. Results show that 70% of the students achieve average and above average results in auditory comprehension and knowledge of relational concepts. The rest of the skills show age-equivalent scores below expectations. Results reflect contextual differences, as a function of school, socio economic level, and socio demographic variables.
Downloads
Article Details
- Authors retain copyright and grant the journal right of first publication, with the work [SPECIFY PERIOD OF TIME] after publication simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Zona Próxima
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work
References
Abarzúa, A., Caradeux, M., Jeria. P., Viano, M. & Zamo-rano, M. (2005). Diseño y aplicación de tareas para evaluar velocidad y ritmo, como componentes de la fluidez, en niños preescolares entre 4años o mes y 5 años 11 meses de edad. [Tesis] Universidad de Chile, Facultad de Medicina, Escuela de Fonoaudiología. 1-72. Balat, G.U. (2009). Examining the knowledge of basic concepts of children starting primary education. Early Child Development and Care, 179(7), 911918.
Balat, G.U. & Güven, U. (2006). A comparison of the effects of experiencing pre-school education and living in an orphanage on basic concepts acquisition. Educational Sciences: Theory and Practice, 6(3), 939-945.
Beech, M. (1981). Concurrent validity of the "Boehm test of basic concepts". Learning Disability Quarterly, 4(1), 53-60.
Blanco, S., González, S., Ramírez, M., Torres, O. & Va-lenzuela, B. (2008). Habilidades psicolingüísticas en niños con trastorno específico del lenguaje de kinder y nivel básico 1 (nbl). [Tesis], Chile, Universidad de Chile, Facultad de Medicina, Escuela de Fonoaudiología, 1-92.
Bobbitt, N.S. (2001). Constructing literacy in the kindergarten: task structure, collaboration and motivation. Cognition and instruction, 19(1), 95-142.
Boehm, A.E. (2001). Boehm test of basic concept manual. San Antonio, TX: Harcourt Assessment Company [Copyright © 2000 by The Psychological Corporation; Turkish translation copyright © 2003 by The Psychological Corporation].
Boehm Test of Basic Concepts. (2001). Examiner's Manual. United States of America: The Psychological Corporation.
Bravo, Valdivieso, Villalón & Orellana (2004). Los procesos cognitivos y el aprendizaje de la lectura inicial: diferencias cognitivas entre buenos lectores y lectores deficientes. Estudios Pedagógicos, Chile, 30, 7-19.
Bravo, L. Villalón, M. & Orellana, E. (2006). Predictibilidad del rendimiento en la lectura: una investigación de seguimiento entre primer y tercer año. Revista Latinoamericana de Psicología, 38(1), 9-20. Bronfenbrenner, U. & Morris, P. (1998). The ecology of developmental process. In W. Damon (Series Ed.) & R.M. Lerner (Vol. Ed.), Handbook of child psychology: Vol. 1. Theoretical models of human development (5th ed., pp. 993-1028). New York: Wiley.
Bronfenbrenner, U. & Morris, P. (2006). The bioecolo-gical model of human development. In R.M. Lerner (Ed.), Handbook of child psychology: Vol. 1. Theoretical models of human development (6th ed., pp. 793-828). Hoboken, NJ: Wiley.
Bruner, J. (1997). La educación, puerta de la cultura. Madrid: Visor.
Bukowski, W.M., Bergevin, T., Sabongui, A., & Serbin, L. (1998). Competence: the short history of the future of an idea. In: D. Pushkar, W. Bukowski, A. Schwartzman, D. Stack & D. White (Eds.), Improving competence across the life span (pp. 91100). New York: Plenum.
Burchinal, M., Howes, C., Pianta, R., Bryant, D., Early, D., Clifford, R. & Barbarin, O. (2008). Predicting child outcomes at the end of kindergarten from the quality of pre-kindergarten teacher-child interactions and instruction. Applied Developmental Science, 12(03),140-153.
Carey, S. (2000). The origins of concepts. Journal of Cognition and Development, 1, 37-41.
Clark, E. (2004). How language acquisition builds on cognitive development. Trends in Cognitive Science, 8(10), 473-476.
Castles, A., Bates, T.C., & Coltheart, M. (2006). John Marshall and the developmental dyslexias. Aphasiology, 20, 871-892.
Connor, C., Son, S., Hindman, A. & Morrison, F. (2005). Teacher qualifications, classroom practices, family characteristics, and preschool experience: complex effects on first graders' vocabulary and early reading outcomes. Journal of School Psychology, 43(04), 343-375.
Cuevas, L.M., Núñez, J.C., Rodríguez, F.J., & González, N. (2002). Elaboración y evaluación de un programa de mejora de la comprensión oral. Psicothema, 14(2), 293-299.
Curby, T.W., Rimm-Kaufman, S.E. & Cameron, C. (2009). Teacher-child interactions and children's achievement trajectories across kindergarten and first grade. Journal of Educational Psychology, 101 (4), 912-925.
Duque, C. (2006). Concillando el aprendizaje formal e informal de la lectura emergente en contextos escolares. Revista Colombiana de Psicología, 15, 125-129.
Duque, C., Vera, A. & Hernández, A. (2010). Comprensión inferencial de textos narrativos en primeros lectores: una revisión de la literatura. Revista OCNOS - Revista de Estudios sobre Lectura, 6, 35-44. Editorial Cepli - UCLM, Cuenca -España.
Espéret, E. & Fayol, M. (1997). Producción y Comprensión del lenguaje escrito. Aprendizaje y Didácticas: ¿qué hay de nuevo? en G. Vergnaud (Coord.), (pp. 41-60). Buenos Aires: Edicial.
Flórez, R., & Arévalo, I. (2005). Aproximación a la adaptación de la escala de lenguaje para prees-colar (PLS-3) con niños de 4 años. Avances en Medición, 3, 87-96.
Flórez, R., Restrepo, A. & Schwanenflugel, P. (2009). Promoción del alfabetismo inicial y prevención de las dificultades en la lectura: una experiencia pedagógica en el aula de preescolar, Avances en Psicología Latinoamericana, 27(1), 79-96.
Flórez-Romero, R. & Arias-Velandia, N. (2010). Evaluación de conocimientos previos del aprendizaje inicial de lectura. Magis, Revista Internacional de Investigación en Educación, 2(4), 329-344.
Galicia, I., Sánchez, A., Pavón, S. & Peña, F. (2009). Habilidades psicolingüísticas al ingreso y egreso del jardín de niños. Revista Internacional de Psicología y Educación, 11(2), 13-36.
Ginsburg, H. & Baroody, A. (2003). Test of early mathematics ability; TEMA-3. (3rd ed.). Austin, TX: Pro-Ed.
Gómez, F.L., González, G.A., zarabozo, D. & Mydori, A. (2010). La velocidad de denominación de letras: el mejor predictor temprano del desarrollo lector en español. Revista Mexicana de Investigación Educativa, 15(46), 823-847.
Good, R.H., Baker, D.L. Knutson, N. & Watson, J.M. (Eds.). (2006). Indicadores dinámicos del éxito en la lectura (7a ed.). Eugene, OR: Dynamic Measurement Group, Inc. Acceso: http://dibels. uoregon.edu/
Granados, D. & Alcaraz, V. (2006). Conceptos polares espaciales en casos con antecedentes de encefalopatía perinatal. Revista Española de Neuropsicología, 8(1-2), 1-27.
Guevara, Y., Hermosillo, A., Delgado. U., López, A. & García, G. (2007). Nivel preacadémico de alumnos que ingresan al primer grado de primaria. Revista Mexicana de Investigación Educativa, 12, 405-434.
Guevara, Y., Hermosillo, A., López, A., Delgado, U., García, R. & Rugerio, J. (2008). Habilidades matemáticas en alumnos de bajo nivel sociocultural. Acta Colombiana de Psicología, 11 (2), 13-24.
Guhn, M., Janus, M. & Hertzman, C. (2007). The early development instrument: translating school readiness assessment into community actions and policy planning. Early Education and Development 18(3), 369-374. http://www.offordcentre. com/readiness/SRL_project.html
Janus, M., Hughes, D., & Duku, E. (2007). Patterns of school readiness among selected subgroups of Canadian children: children with special needs and children with diverse language backgrounds. http://www.offordcentre.com/readi-ness/SRL_project.html
Jiménez, J., & Artiles, C. (1990). Factores predictivos del éxito en el aprendizaje de la lectoescritura. Revista Infancia y Aprendizaje, 49, 21-36.
Jiménez, J. & Ortiz, M. (2000, mayo). Metalinguistic awareness and reading acquisition in the Spanish language. The Spanish Journal of Psychology, 3(1), 37-46.
Jouini, K. & Saud, K. (2005). Estrategias inferenciales en la comprensión lectora. Glosas Didácticas: Revista Electrónica Internacional, 13, 96-115.
Rimm-Kaufman, S. & Chiu, Y. (2007). Promoting social and academic competence in the classroom: an intervention study examining the contribution of the responsive classroom approach. Psychology in the Schools, 44(4), 397-413.
Korkman, M., Kirk, U. & Kemp, S. (2007). NEPSY II. Clinical and Interpretative Manual. San Antonio, TX: Pearson, INC.
La Paro, K.M., Hamre, B.K., LoCasale-Crouch, J., Pianta, R.C., Bryant, D. M., & Early, D.M. (2009). Quality in kindergarten classrooms: observational evidence for the need to increase children's learning opportunities in early education classrooms. Early Education and Development, 20(4), 657-692. Martohardjono, G., Otheguy, R., Gabriele, A., Goeas-Malone, M., Szupica-Pyrzanowski, M., Troseth, E., Rivero, S. & Schutzman, Z. (2005). The role of syntax in reading comprehension: a study of bilingual readers. Proceedings of the 4th International Symposium on Bilingualism, James Cohen, Kara T. McAlister, Kellie Rolstad, and JeffMacSwan (Eds.), Somerville, MA: Cascadilla Press, 1522-1544.
Mashburn, A. & Pianta, R. (2006). Social relationships and school readiness. Early Education and Development, 17(1), 151-176.
Mashburn, A., Pianta, R., Hamre, B., Downer, J., Barbarin, O., Bryant, D., Burchinal, M., Early, D. & Howes, C. (2008). Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills. Child Development, 79(3), 732-749.
Moneda, G., Xóchitl, I., Sánchez, V., Pavón, S. & Peña, F. (2009). Habilidades psicolingüísticas al ingreso y egreso del jardín de niños. Revista Intercontinental de Psicología y Educación, 11 (2), 13-36.
Natalea, K., Viljaranta, J., Lerkkanenb, M., Poikkeusb, A. & Nurmia, J. (2009). Cross-lagged associations between kindergarten teachers' causal attributions and children's task motivation and performance in reading. Educational Psychology, 29(5), 603-619.
Nelson, G. (2006). In children who are and are not at-risk for learning disabilities. New York, Doctoral thesis. St. John's University. No publicada.
Pianta, R., Belsky, J., Vandergrift, N., Houts, R.M., & Morrison, F.J. (2008). Classroom effects on children's achievement trajectories in elementary school. American Educational Research Journal, 45, 365-397.
Pianta, R. (1999). Enhancing relationships between children and teachers. Washington, DC: American Psychological Association.
Ray, E. & Smith, M. (2010). El niño de kindergarten: lo que los maestros y administradores necesitan saber para promover el éxito académico de todos los niños. Early Childhood Education Journal, 38,5-18.
Rimm-Kaufman, S. & Pianta, R. (2000). An ecological perspective on the transition to kindergarten: a theoretical framework to guide empirical research. Journal of Applied Developmental Psychology, 21, 495-511.
Rowe, S.M. & Wertsch, J.V. (2002). Vygotsky's model of cognitive development. In U. Goswami (Ed.), Blackwell handbook of childhood cognitive development, (pp. 539-554). Cornwall, UK: Blackwell. Scarborough, H.S. (2002). Connecting early language and literacy to later reading (dis)abilities: evidence, theory, and practice. En S. Neuman & D. Dickinson (Eds.), Handbook for research in early literacy, (vol. 1, pp. 97-110). New York: Guilford Press.
Scardamalia, M. & Bereiter, C. (1992). Dos modelos explicativos de los modelos de comprensión escrita. Infancia y Aprendizaje, 58, 43-64.
Sineiro, C., Juanatey, P., Iglesias, M. & Lodeiro, O. (2000). Problemas socioemocionales y habilidades lingüísticas en preescolares. Psicothema,12(3), 412-417. Stahl, S.A. & Yaden, Jr., D. (2004). The development of literacy in preschool and primary grades. Work by the Center for the Improvement of Early Reading Achievement. Elementary School Journal,105(2), 141-165.
Sternberg, R.J. (2002). Individual differences in cognitive development. In U. Goswami (Ed.), Blackwell handbook of childhood cognitive development(pp. 600-619). Cornwall, UK: Blackwell.
Stichter, J., Stormont, M., Lewis, T. & Schultz, T. (2009). Rates of specific antecedent instructional practices and differences between title I and non-title I schools. Journal of Behavioral Education, 8, 331-344.
Strasser, K., Larraín, A., López., L. & Lissi, M. (2010). La comprensión narrativa en edad preescolar: un instrumento para su medición, PSYKHE, 19(1), 75-87.
Teberosky, A. & Tolchinsky, L. (1995). Más allá de la alfabetización: el conocimiento fonológico, la ortografía, la composición de textos, la notación matemática y el aprendizaje. Buenos Aires: Santillana.
Urquijo, S. (2010). Funcionamiento cognitivo y habilidades metalingüísticas con el aprendizaje de la lectura. Educar em Revista, 38, 19-42.
Vargas, A. & Villamil, W. (2007). Diferencias en el rendimiento lector entre dos grupos de niños transición debidas a una intervención promotora del alfabetismo emergente en el aula: Revista Colombiana de Psicología, 16, 65-76.
Vygotski, L.S. (1989). El desarrollo de los procesos psicológicos superiores. Barcelona: Crítica.
Zwaan, R., Van den Broek, P., & Sundermeier, B. (1996). Causal coherence and the accessibility of object locations in narrative comprehension. Abstracts of the Psychonomic Society 1, 50.
Zwaan, R.A. & Madden, C. (1999a). Updating situation models. Journal of experimental psychology: Learning, Memory & Cognition. Florida State University.
Zwaan, R.A. (1999b). Situation models: the mental leap into imagined worlds. Current Directions in Psychological Science, 8, 15-18.
Zwaan, R.A. (1999c). Five dimensions of narrative comprehension: the event-indexing model. In S. Goldman, A. Graesser, P. van den Broek (1999). Narrative comprehension, causality and coherence. New Jersey: London Lawrence Erlbaum Associates.