La conciencia fonológica y la habilidad en la lectura de los niños de tercero de Educación General Básica de la Unidad Rincón del Saber en el periodo 2022

Abstract

The main objective of this report is to analyze the relationship between phonological awareness and reading ability in third grade children. To identify this relationship, two tests were applied: the PECO, which provided us with data on reading ability, and the PROLEC-R, which yielded data on phonological awareness. In the first section, the relevance of the study is identified, such as the facts at the national level of the PISA tests and the low performance at the reading level of the children of Ecuador, these data being significant in identifying the importance of the study. When analyzing the theoretical framework, primary issues such as the following can be identified; the cognitive relationship that affects Phonological Awareness, the age of development and dominance of each of the reading skills. The population chosen were the children of the Rincón del Saber Educational Unit in the third year of basic education, totaling 90 students, we worked with the entire population, for which the sample was not chosen, it had a descriptive-correlational approach. By correlating these variables, it was possible to obtain positive relationships in each of the indicators, that is, that phonological awareness is positively related to reading ability.