Intervención en conciencia fonológica (CF) en el aula para ni os de primer ciclo

In this study, the effectiveness of a phonological awareness (PA) intervention program was assessed. This program was directed to 25 children –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.