Incidencia de la conciencia fonológica en la comprensión lectora en los estudiantes de 4° año de educación básica

Abstract

Phonological awareness is the main axis for the development of the child which must be stimulated in a correct and effective way to avoid problems in the school and social stage therefore it is very important to analyze each of the factors and their dimensions that intervene in this acquisition, for this reason the approach of this research work is carried out with the objective of studying phonological awareness in reading comprehension, determining its factors, its importance and strategies that allow access to acquire in a concrete and enriching way each One of the variables under study. This research is grounded through theoretical revisions, supporting a mixed approach of descriptive and exploratory level, used through a bibliographic and documentary and field modality validating the close relationship that holds phonological awareness in reading comprehension in the fourth-year children of basic education of a school in the city of Quito. For the study of the variables, two evaluation instruments were used as is the case for phonological awareness, the Phonological Knowledge Test (PECO) test is implemented, in the same way for the study of reading comprehension the ACL test was applied, taking into account these two tests the results obtained show that not all children have a good reading comprehension due to a lack of good Phonological development. Once the corresponding analysis is completed, the result obtained is statistically manifested that there is a closely linked relationship between the two variables, for this reason it is implemented for the staff in charge of the integral development of children recommendations to improve and create critical students at the same time independent in order to obtain students in a pleasant social and educational field.