La conciencia fonológica para la enseñanza de la lectura y escritura en la Educación Primaria
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Date
2022-09-01
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Universidad Nacional de Educación Enrique Gúzman y Valle
Abstract
El objetivo de este trabajo de investigación es el reconocimiento que se tiene al sonido del lenguaje hablado, que les permite a los estudiantes la identificación, reconocimiento y manipulación del sonido (fonema); en tal sentido, el estudiante desarrolla diversas habilidades de reconocimiento de los sonidos de la palabra.
En el caso de los niños su desarrollo de la conciencia fonológica, no es de forma automática, sino tienen que recibir una determinada enseñanza para que la puedan desarrollar. Por ello, la importancia de la escuela para poder poner en práctica la identificación de los sonidos iniciales de las palabras, así como la práctica de las rimas. Asimismo, se enseña a combinar sonidos hablados, cuando se forma las palabras, y finalmente se aprende la suma, resta y la restitución de sonidos, que tiene como objetivo la formación de palabras nuevas.
Las características del material didáctico y los instrumentos para enseñar la conciencia fonológica están estructuradas para ser de uso fácil, actuando como un apoyo para el educador y un estimulante para el discente. Este puede aplicarse a nivel grupal o individual, también, puede adaptarse a los distintos contextos para que los contenidos se modifiquen y se traten.
The objective of this research work is the recognition of the sound of spoken language, which allows students to identify, recognize and manipulate sound (phoneme); In this sense, the student develops various skills for recognizing the sounds of the word. In the case of children, their development of phonological awareness is not automatic, but rather they have to receive certain teaching so that they can develop it. Therefore, the importance of school to be able to put into practice the identification of the initial sounds of words, as well as the practice of rhymes. Likewise, it is taught to combine spoken sounds, when forming words, and finally the addition, subtraction and restitution of sounds is learned, which aims to form new words. The characteristics of the teaching material and instruments to teach phonological awareness are structured to be easy to use, acting as a support for the educator and a stimulant for the student. This can be applied at a group or individual level, and can also be adapted to different contexts so that the contents are modified and treated.
The objective of this research work is the recognition of the sound of spoken language, which allows students to identify, recognize and manipulate sound (phoneme); In this sense, the student develops various skills for recognizing the sounds of the word. In the case of children, their development of phonological awareness is not automatic, but rather they have to receive certain teaching so that they can develop it. Therefore, the importance of school to be able to put into practice the identification of the initial sounds of words, as well as the practice of rhymes. Likewise, it is taught to combine spoken sounds, when forming words, and finally the addition, subtraction and restitution of sounds is learned, which aims to form new words. The characteristics of the teaching material and instruments to teach phonological awareness are structured to be easy to use, acting as a support for the educator and a stimulant for the student. This can be applied at a group or individual level, and can also be adapted to different contexts so that the contents are modified and treated.
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Citation
Romero Trinidad, J. P. (2022). La conciencia fonológica para la enseñanza de la lectura y escritura en la Educación Primaria (Monografía de pregrado). Universidad Nacional de Educación Enrique Guzmán y Valle, Lima, Perú.