RESUMEN

El objetivo del presente estudio es analizar los efectos del entrenamiento en la iniciación al aprendizaje lector. Los participantes en el estudio fueron 144 niños de Preescolar de cuatro escuelas públicas de Galicia, pertenecientes a la zona rural de la Comarca del Paradanta. Del total, 72 formaron los tres grupos experimentales y otros 72 los tres grupos de control. El diseño utilizado fue un pretestpostest con sujetos aleatorizados. La medida de las habilidades lectoras se hizo mediante el Test de Reconocimiento Visual y Conversión Grafema-Fonema (TECOL). Los datos recogidos se trataron a través de un análisis de varianza de medidas repetidas. El entrenamiento incrementó significativamente las puntuaciones de las habilidades lectoras de los grupos experimentales, comparado con los grupos controles. El programa ha mostrado una triple interacción entre Medida × Entrenamiento × Nivel Escolar. Ello significa que hubo variación significativa en las puntuaciones medias de las habilidades lectoras fruto del entrenamiento y según los distintos niveles escolares. Se concluyó que la habilidad de lectura básica a desarrollar en la Educación Infantil es la habilidad de identificación y nombramiento de letras (AU)

The goal of the present study is to analyze the influence of training in initiation to learning reading. Participants in the study were 144 preschool children from four public schools of Galicia, from a rural area of the Region of Paradanta. Out of the total sample, 72 were assigned to the experimental groups and 72 to the control groups. The design was pretest-posttest with randomized participants. Reading skills were measured with the Visual Recognition and Grapheme-Phoneme Conversion Test (TECOL). The data was analyzed with repeated measures analysis of variance. Training significantly increased the reading skill scores of the experimental groups, compared to the control groups. The program has shown a triple interaction between Measure × Training × Level School. This means that there was significant variation in mean scores of reading skills as a result of training and according to the different school levels. It is concluded that the basic reading skill to develop in early childhood education is the identification and naming of letters (AU)

Asunto(s)

RESUMEN

The goal of the present study is to analyze the influence of training in initiation to learning reading. Participants in the study were 144 preschool children from four public schools of Galicia, from a rural area of the Region of Paradanta. Out of the total sample, 72 were assigned to the experimental groups and 72 to the control groups. The design was pretest-posttest with randomized participants. Reading skills were measured with the Visual Recognition and Grapheme-Phoneme Conversion Test (TECOL).The data was analyzed with repeated measures analysis of variance. Training significantly increased the reading skill scores of the experimental groups, compared to the control groups. The program has shown a triple interaction between Measure Training × Level School. This means that there was significant variation in mean scores of reading skills as a result of training and according to the different school levels. It is concluded that the basic reading skill to develop in early childhood education is the identification and naming of letters.

Asunto(s)

RESUMEN

Este estudio tiene como objetivo analizar el procesamiento cognitivo de los sujetos deficientes auditivos comparados con los oyentes, así como el efecto del implante coclear en dicho procesamiento.Para ello se utilizó una muestra de 90 participantesde edades comprendidas entre los 5 y los 17 años(media de edad 10,9 años) distribuidos en cinco grupos:oyentes, deficientes auditivos ligero-moderados,severos, profundos portadores de audífono y profundosportadores de implante coclear.Los instrumentos de valoración utilizados han sidola batería Das.Naglieri: Cognitive Assesssment System(D.N:CAS) y el test de matrices progresivas de Raven.Los resultados se enmarcan en la teoría de planificación,atención, procesamiento simultáneo y procesamientosucesivo (PASS).Las puntuaciones más bajas en los procesos estudiados(planificación, atención, procesamiento simultáneoy procesamiento sucesivo) corresponden a lossujetos con deficiencia auditiva profunda portadoresde audífono, en tanto que los profundos con implantecoclear apenas se diferencian de los oyentes que sonel grupo con puntuaciones más elevadas.Los procesos afectados por el grado de audiciónson la planificación que diferencia a los sujetos oyentesde los no oyentes; el procesamiento sucesivo,afectado en los grupos con mayor pérdida auditiva(severos y profundos); y la atención que es un procesoespecialmente afectado en el grupo de deficientesauditivos profundos con audífono. El procesamientosimultáneo no parece afectarse por el grado de pérdidaauditiva en condiciones normales de educación

This research has as objective to analyze cognitiveprocessing in subjects with hearing loss comparingwith hearings, and also the effect of cochlear implant in that processing.For that, a sample was used, including 90 subjects with ages between 5 and 17 years old (average age 10,9 years old), gathered in five groups: hearings, light-moderate hearing loss, severe, deep with hearing aid and deep withcochlear implant.The instruments of assessment used were Das.Naglieri:Cognitive Assessment System (D.N:CAS) battery and Raven Progressive MatricesTest. The results were analyzed according to thePlanning, Attention, Simoultaneous processingand Successive processing Theory (PASS).The lowest scores in the different PASS Processings(planning, attention, simultaneous processingand successive processing) were reached by the group with deep hearing loss with hearing aid, and the scores of subjects with deep hearing loss and cochlear implant, are only slightly different from the hearings, the group who reached the highest scores.Processings affected by the hearing degree arePlanning which makes hearings different from deafsubjects; Successive proccessing is also affected inthe groups with more hearing loss (severe and deep);And attention which is a processing speciallyaffected in the deep hearing loss group with hearingaid. Simultaneous processing does not seem to beespecially affected by the degree of hearing loss innormal conditions of education (AU)

Asunto(s)