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Predictors of Word and Text Reading Fluency of Deaf Children in Bilingual Deaf Education Programmes
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In: Languages; Volume 7; Issue 1; Pages: 51 (2022)
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| 2 |
The contributions of phonological awareness and decoding on spelling in isiXhosa Grade 3 readers ...
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Understanding Instructional Spelling Practices of Third and Fourth Grade Teachers: An Embedded Multiple Case Study
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In: Doctoral Dissertations and Projects (2021)
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Improving Reading Comprehension in Arabic English Language Learners
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In: Culminating Experience Projects (2021)
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Understanding Dyslexia as a Neurological Learning Disability: A Plan for an Instructive Website for Parents and Early Elementary Teachers
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In: Culminating Experience Projects (2021)
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| 7 |
TEL y lectura. Propuesta de intervención neuropsicológica diseñada para estimular la conciencia fonológica en primer curso de Educación Primaria
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Abstract:
Reading is a natural and voluntary process without a genetic basis that requires a learning process based on practice and adapted to the development of its neurological bases and cognitive processes. Many studies relate as a precursor of the reading process to Phonological Awareness, a metalinguistic ability by which the elements of language are manipulated at their different levels. The general objective of this Master’s Final Work, is to improve the reading processes by stimulating the CF in 20 students of first year of Primary Education, among which an infant is diagnosed with Specific Language Impairment (SLI). After a thorough review of the current literature in which the variables mentioned are related to TEL, a proposal for neuropsychological intervention is designed whose contents are based on the three levels of language in which the metalinguistic ability is divided: lexical awareness, syllabic awareness and phonemic awareness. Starting from the simplest to the complex, activities are designed for each of these metaphonological skills, taking into account the gradual difficulty of the cognitive actions of identification, addition and omission, and the initial position, end or centre of the language element. Group sessions are held for each of the three levels, the last being complemented by two individual sessions for the subject with disorder. The methodology used throughout the intervention process is based on Cooperative Learning (AL) and the didactic game, supported by the global model TEACHH and Alternative and Augmentative Communication Systems (SAAC). Finally, it concludes with the review of the pre and post-treatment evaluations carried out through the Linguistic Segmentation Test (LST) and the PROLEC-R that determine if the proposed neuropsychological intervention obtains favorable results in the reading processes. ; La lectura es un proceso natural y voluntario sin base genética que requiere un proceso de aprendizaje basado en la práctica y adaptado al desarrollo de sus bases neurológicas y de sus procesos cognitivos. Multitud de estudios relacionan como precursor del proceso lector a la Conciencia Fonológica (CF), habilidad metalingüística por la que se manipulan los elementos del lenguaje en sus distintos niveles. El objetivo general del presente Trabajo Fin de Master (TFM), consiste en mejorar los procesos lectores mediante la estimulación de la CF en 20 alumnos de primer curso de Educación Primaria, entre los cuales un infante está diagnosticado con Trastorno Específico del Lenguaje (TEL). Tras una revisión minuciosa de la literatura actual en la que se relacionan las variables mencionadas con el TEL, se diseña una propuesta de intervención neuropsicológica cuyos contenidos se fundamentan en los tres niveles del lenguaje en que se divide la habilidad metalingüística: conciencia léxica, conciencia silábica y conciencia fonémica. Partiendo de lo más simple a lo complejo, se diseñan actividades para cada una de estas habilidades metafonológicas atendiendo a la dificultad gradual que suponen las acciones cognitivas de identificación, adición y omisión, y a la posición inicial, final o central del elemento lingüístico. Se realizan sesiones grupales para cada uno de los tres niveles siendo el último complementado por dos sesiones individuales para el sujeto con trastorno. La metodología utilizada a lo largo de todo el proceso de intervención se basa en el Aprendizaje Cooperativo (AC) y el juego didáctico, sustentados por el modelo global TEACHH y Sistemas Alternativos y Aumentativos de Comunicación (SAAC). Finalmente, se concluye con la revisión de las evaluaciones pre y post-tratamiento realizadas mediante la Prueba de Segmentación Lingüística (PSL) y el PROLEC-R que determinan si la propuesta de intervención neuropsicológica obtiene resultados favorables en los procesos lectores.
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Keyword:
conciencia fonológica (CF); habilidades metafonológicas; language skills; lectura; Máster Universitario en Neuropsicología y Educación; phonological awareness; reading; specific language impairment (SLI); trastorno específico del lenguaje (TEL)
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URL: https://reunir.unir.net/handle/123456789/11941
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| 8 |
Estudio comparativo de habilidades lingüísticas y lectoras entre un grupo de niños con trastorno específico del lenguaje y un grupo de niños con dislexia
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In: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, ISSN 0717-1285, Nº. 53, 2021, pags. 154-175 (2021)
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| 9 |
Reading in Kapampangan, Filipino, and English: A Look at Multilingual Children in an Economically Challenging Philippine Community
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In: Theses and Dissertations (Comprehensive) (2021)
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| 10 |
The Efficacy of a Computer Program for Increasing Phonemic Awareness and Decoding Skills in a Primary School Setting for Children with Reading Difficulties
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In: Australian Journal of Teacher Education (2020)
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| 11 |
Early reading correlates in language impairment (Newbury et al., 2020)
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| 12 |
Le rôle des facteurs phonologiques dans le développement des connaissances orthographiques chez l’élève dysphasique francophone du primaire
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| 13 |
Validation of a Scale to Measure Phonological and Morphological Knowledge and Skill of Speech-Language Pathologists and Elementary Teachers
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In: Dissertations (2019)
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| 14 |
Phonology-based reading instruction to improve dyslexic students’ early reading ability
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In: Indonesian Journal of Applied Linguistics, Vol 9, Iss 2, Pp 443-462 (2019) (2019)
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| 15 |
Consciência dos constituintes fonológicos: ordem de estabilização em crianças portuguesas
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In: Linguística : Revista de Estudos Linguísticos da Universidade do Porto, Vol 14, Pp 9-34 (2019) (2019)
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| 16 |
Libros en Mano: Phonological Awareness Intervention in Children’s Native Languages
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In: Education Sciences ; Volume 8 ; Issue 4 (2018)
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| 17 |
Learning to Read in English: Vocabulary Knowledge, Phonological Awareness in Relation to Oral Reading Fluency in Chinese-English Bilinguals
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In: Theses and Dissertations (Comprehensive) (2018)
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| 18 |
SECOND LANGUAGE READING INTERVENTIONS AND SOCIO-ECONOMIC STATUS: A REVIEW OF THE LITERATURE
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| 19 |
Phonics, Phonemic Awareness, and Phonological Awareness—Oh My!
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In: ETSU Faculty Works (2016)
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| 20 |
THE IMPACT OF A SUPPLEMENTAL READING INTERVENTION ON THE LITERACY SKILLS OF ENGLISH LANGUAGE LEARNERS AND NATIVE ENGLISH-SPEAKING FIRST GRADE CHILDREN
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In: Dissertations - ALL (2016)
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