Disponibilidad de recursos materiales en el hogar y adquisición de habilidades pre-lectoras

Abstract

El aprendizaje de la lectura implica un conjunto de factores que hacen posible su adquisición. Entre estos, se destacan el contexto alfabetizador familiar, entendido como el conjunto de los recursos del hogar que abarcan experiencias en las cuales el niño se encuentra en contacto con eventos que involucran la lectoescritura y la disponibilidad de materiales impresos; además de las habilidades y conocimientos prelectores definidos como precursores de la lectura formal, que tienen sus orígenes en las experiencias tempranas de la vida de un niño. El objetivo de este trabajo es explorar y describir las relaciones entre el contexto alfabetizador familiar y el rendimiento en habilidades prelectoras. Para ello se seleccionó una muestra de 88 niños de 5 años de edad, de ambos sexos, y a los cuidadores de los mismos niños a quienes se les administró una entrevista semiestructurada y precodificada denominada Evaluación del Contexto Alfabetizador y la versión en español del Get Ready to Read! Screening Tool de Whitehurst & Lonigan. Los resultados permitieron establecer una asociación estadísticamente significativa entre los índices disponibilidad de recursos materiales vinculados a la lectura en el hogar -especialmente el acceso a medios tecnológicos- y el rendimiento en habilidades prelectoras, demostrando la importancia que tienen para la alfabetización las características del medio ambiente en el que se desenvuelve el niño.

Associação entre o desempenho em leitura de palavras e a disponibilidade de recursos no ambiente familiar

“…That is, the presence of these resources at home and the contact of the child with pedagogical toys involving letters, numbers, animal names, games of make-believe, of construction and of rules, make home environment favorable to literacy, as they expose the child to symbols, rules and signs of the Portuguese language. This finding confirms the literature, which verified that children who demonstrate readiness and school performance above average show statistically significant differences in relation to children with readiness and school performance below average, in relation to the availability of both ludic and (6,17) . In general, the data resulting from research in this area suggest that the availability of books, newspapers, magazines and promoter-of-development toys can favor the learning of reading (5,7) and a stimulating home environment is associated with the lexical expansion in children (18) .…”

“…It is known that the motivation for school learning may have personal, social and especially family influence, both on the positive aspects and the negative ones (28) . It is found, in the literature, statistically significant relationship between the interaction with the parents and better scores on reading tests (6,7) . The interaction with parents and the support to school routines are important bases that contribute to the better performance of the child in relation to the learning of reading (7) .…”

“…Children who grow up in an unfavorable family environment, with few resources and few opportunities for interaction, have reading difficulties related to the acquisition of vocabulary, because they receive less verbal inputs (23,24) . Several studies found significant relationships between home literacy context and the development of language skills (3,5,6,7,8,18,25) . Regarding the phonology and the vocabulary, important aspects of reading and writing development, it was observed the association between the performance on tests of such aspects and the scores of the home environment resources, strengthening the influence not only to the acquisition and language development, but also for the overall development of the child (12,26) .…”

“…In this sense, it is necessary to analyze the environmental influences in which the child is inserted (4) . The characteristics of the family environment are associated with the reading performance since the previous period to the school stage (5) , with the development of the pre-reading skills (6) and, finally, with the textual comprehension (7) , in other words, the conscious interpretation of the written message, ultimate goal of the reading learning.…”

Dificultades de lectura en contextos de pobreza: ¿ un caso de Efecto Mateo?

“…La existencia de una asociación entre nivel socioeconómico y desempeño lector es ampliamente reconocida en la literatura sobre el tema (Andrés, Canet-Juric, Richard's, Introzzi, & Urquijo, 2010;D´Angiulli, Siegel, & Hotzman, 2004).…”