Publication: Aprendizaje de la lectoescritura: el papel de la práctica auténtica y significativa de la lengua escrita en el desarrollo de la conciencia fonológica
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2016-12-12
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Universidad Complutense de Madrid
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Abstract
Uno de los aspectos que la investigación ha considerado esenciales en la enseñanza de la lengua escrita, es la Conciencia Fonológica (CF). Ha sido ampliamente aceptado que la CF puede ser un determinante crítico del éxito en la lectura. De acuerdo a Bravo (2002), el vínculo entre el desarrollo fonológico y el aprendizaje de la lengua escrita tiene lugar de tres maneras: a) como un desarrollo fonológico previo y predictivo; implica un umbral cognitivo a partir del que pueda iniciarse la decodificación, b) como una relación causal; el desarrollo fonológico es una condición previa que determina el posterior aprendizaje de la lectura y c) como un proceso interactivo y recíproco, durante el aprendizaje de la lectura el desarrollo fonológico tiene lugar siguiendo fases previas y posteriores. En consonancia, los enfoques más habituales o tradicionales de la enseñanza de la lengua escrita recuperan esta propuesta y por tanto, se abocan especialmente al desarrollo de habilidades fonológicas mediante la fragmentación de las palabras en sus componentes y la pronunciación constante de los sonidos de las letras. En contraste, el enfoque comunicativo funcional se centra en la práctica auténtica (real) y significativa (acorde con el contexto e intereses de quien aprende) de la lengua escrita para enseñar a leer y a escribir. No obstante, la investigación ha buscado la forma de conciliar la oposición entre los enfoques educativos anteriores proponiendo la combinación de las destrezas priorizadas por uno con los usos propuestos por el otro, estando en ello implícito: a) la hipótesis de que el desarrollo fonológico es un requisito para aprender a leer y a escribir, b) la idea de que el ejercicio mismo de la lectura y la escritura no tiene efecto en el desarrollo fonológico, y c) la concepción modular del procesamiento del lenguaje escrito, una de cuyas características es el encapsulamiento informativo...
One aspect that research has identified as essential in the teaching of the written language, is the phonological awareness (CF). It has been widely accepted that the CF may be a critical determinant of success in reading. According to Bravo (2002), the link between phonological development and written language learning takes place in three ways: a) as a prior and predictive phonological development; It involves cognitive threshold from which to commence decoding, b) as a causal relationship; phonological development is a precondition that determines the subsequent learning of reading c) as an interactive and reciprocal process, during learning reading the phonological development occurs following upstream and downstream. Consistently, the usual or traditional written language teaching approaches recover the proposal and are therefore especially tripping over themselves to developing phonological skills by dividing up into its component words and constant pronunciation of the letter sounds . In contrast, functional communicative approach focuses on authentic (real) and significant practice (according to the context and interest of the learner) in the written language teaching. However, research has sought ways to reconcile the opposition between the previous educational approaches proposing combining the skills prioritized by the proposed uses one on the other, it being implied: a) the hypothesis that the phonological development is a requirement to learn to read and write, b) the idea that the very exercise of reading and writing has no effect on the phonological development, and c) the modular design of the processing of written language, one of whose characteristics is the encapsulation informative...
One aspect that research has identified as essential in the teaching of the written language, is the phonological awareness (CF). It has been widely accepted that the CF may be a critical determinant of success in reading. According to Bravo (2002), the link between phonological development and written language learning takes place in three ways: a) as a prior and predictive phonological development; It involves cognitive threshold from which to commence decoding, b) as a causal relationship; phonological development is a precondition that determines the subsequent learning of reading c) as an interactive and reciprocal process, during learning reading the phonological development occurs following upstream and downstream. Consistently, the usual or traditional written language teaching approaches recover the proposal and are therefore especially tripping over themselves to developing phonological skills by dividing up into its component words and constant pronunciation of the letter sounds . In contrast, functional communicative approach focuses on authentic (real) and significant practice (according to the context and interest of the learner) in the written language teaching. However, research has sought ways to reconcile the opposition between the previous educational approaches proposing combining the skills prioritized by the proposed uses one on the other, it being implied: a) the hypothesis that the phonological development is a requirement to learn to read and write, b) the idea that the very exercise of reading and writing has no effect on the phonological development, and c) the modular design of the processing of written language, one of whose characteristics is the encapsulation informative...
Description
Tesis inédita de la Universidad Complutense de Madrid, Facultad de Educación, Departamento de Psicología Evolutiva y de la Educación, leída el 21/01/2016
UCM subjects
Didáctica, Psicología de la educación (Educación)
Unesco subjects
58 Pedagogía, 6104 Psicopedagogía