%0 Journal Article
%T Intervenci車n en conciencia fonol車gica (CF) en el aula para ni os de primer ciclo
%A Alba Luc赤a Meneses B芍ez
%A M車nica Andrea Garz車n
%A Jacquelinne Macias
%A Dorlly Arg邦elles Pab車n
%J Cuadernos Hispanoamericanos de Psicolog赤a
%D 2012
%I Universidad del Bosque
%X In this study, the effectiveness of a phonological awareness (PA) intervention program was assessed. This program was directed to 25 children 每boys and girls- of first year of primary school, whose ages were ranged from 4 to 7 years old. A quasi experimental design of series with equivalent materials (Campbell y Stanley, 1991), and the PA test (Meneses, et al, 2007) were used. Segmentation of words in syllables and phonemes, identification of initial sounds and rhymes, and representation of phoneme-grapheme were the aspects worked out. It must be established that it was done through activities with and without model, as well as through aural, visual and kinesthetic stimuli. Besides, data analysis was descriptive and inferential. Such analysis was carried out through the Friedman test in order to assess differences among the appliances of overall PA and by components. It was found that the difference was significant (p≒ 005), excepting syllables segmentation. Finally, results suggest that including PA in the curriculum of first year of primary school contributes to the development of the majority of its components.
%K Phonological awareness
%K Intervention
%K Primary school students
%K Reading acquisition
%U http://www.uelbosque.edu.co/sites/default/files/publicaciones/revistas/cuadernos_hispanoamericanos_psicologia/volumen12_numero2/articulo_6.pdf