La enseñanza de la lectura y de la escritura en la Nueva España, 1700-1821

Estrada, Dorothy Tanck de

doi:10.2307/j.ctv3dnrj8.4

Cited by 6 publications

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“…The method described by these parents in the José Morelos community follows the traditional reading method in Mexico brought from Spain in the colonial period, the method of the cartilla y deletreo or ‘primer and spelling’ (Tanck de Estrada 1998). In this method, dating from the sixteenth century, the pupil was given a pamphlet (the cartilla ) with the vowels, the alphabet, and then over 300 isolated syllables, followed by sentences embodying Catholic doctrine.…”

Section: Instruction and Co-constructionmentioning

confidence: 99%

“…In this method, dating from the sixteenth century, the pupil was given a pamphlet (the cartilla ) with the vowels, the alphabet, and then over 300 isolated syllables, followed by sentences embodying Catholic doctrine. Tanck de Estrada (1998, 54) explained how children were taught to read: ‘El alumno al ver “tra ba jo” diría’, ‘Te, ere, a, tra; be, a, ba; jota, o jo: tra-ba-jo.’ In other words, pupil would name the letters for the syllables in isolation, followed by a final reading of the word, separating the word syllable-by-syllable. An advance in method by the nineteenth century was to substitute the letter-by-letter reading ( el deletreo ) for the direct reading of the syllables with blended letter sounds ( el silabeo ).…”

Section: Instruction and Co-constructionmentioning

confidence: 99%

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Mexican parents’ and teachers’ literacy perspectives and practices: construction of cultural capital

Reese¹,

Mejía-Arauz

Bazán

2012

International Journal of Qualitative Studies in Education

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This article examines the relationships among the literacy practices engaged in by first-grade children and parents at home and the ways in which these practices are communicated, shaped, and fostered by teachers and administrators in two different sociocultural environments in urban Mexico. The differences observed between the home literacy experiences of children in a working class and a middle class community included transgenerational communication of assumptions regarding literacy and schooling, as well as attitudes associated with the parents’ own school experiences. Class-based expectations on the part of teachers not only shaped interactions with parents, but were also reflected in the way the national curriculum was delivered, with a greater emphasis on rote skills and traditional reading instruction in the working class community. The authors argue that the school plays a role in the co-production of cultural capital in the home through its shaping of some of the literacy practices that children and families undertake.

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Section: Instruction and Co-constructionmentioning

confidence: 99%

Section: Instruction and Co-constructionmentioning

confidence: 99%

Mexican parents’ and teachers’ literacy perspectives and practices: construction of cultural capital

Reese¹,

Mejía-Arauz

Bazán

2012

International Journal of Qualitative Studies in Education

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“…In contrast, these phonemic skills are not part of beginning reading pedagogy in Mexico, where the traditional reading method brought from Spain in the colonial period was the cartilla y deletreo (Tanck de Estrada, 1998). In this method, dating from the 16th century, the pupil was given a pamphlet (the cartilla ) with the vowels, the alphabet, and then over 300 isolated syllables, followed by sentences embodying Catholic doctrine.…”

Section: Early Reading Instruction In the United States And Mexicomentioning

confidence: 99%

How Important Is Teaching Phonemic Awareness to Children Learning to Read in Spanish?

Goldenberg

Tolar

Reese

et al. 2014

American Educational Research Journal

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This comparative study examines relationships between phonemic awareness and Spanish reading skill acquisition among three groups of Spanish-speaking first and second graders: children in Mexico receiving reading instruction in Spanish and children in the United States receiving reading instruction in either Spanish or English. Children were tested on Spanish oral language and reading skills in fall and spring of Grades 1 and 2. Children in Mexico were the lowest in phonemic awareness among the three groups and very low in their entering first-grade reading skills. However, they ended second grade matching or surpassing the reading skills of the U.S. students while remaining lower in phonemic awareness. Findings cast doubt on whether phonemic awareness instruction is helpful for children learning to read in Spanish.

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“…Durante la época colonial, así fue la técnica de la escritura. 176 De esta manera fueron redactados los Principios de Física de Bataller, quedando sólo en manuscrito, porque la obra nunca fue llevada a la imprenta. El manuscrito de Bataller se escribió con la finalidad de enseñar su contenido a sus alumnos.…”

Section: La óPtica Newtoniana En Los Principios De Física Y Matemátic...unclassified

“…José de Alzate, Obra, I. Periódicos, p. 49-50. 176 Rangel construyó once relojes grandes mecánicos para iglesias y lugares civiles. Vid.…”

Section: La Divina Comediaunclassified

Newton en la ciencia novohispana del siglo XVIII

Sánchez

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La enseñanza de la lectura y de la escritura en la Nueva España, 1700-1821

Cited by 6 publications

References 0 publications

Mexican parents’ and teachers’ literacy perspectives and practices: construction of cultural capital

Mexican parents’ and teachers’ literacy perspectives and practices: construction of cultural capital

How Important Is Teaching Phonemic Awareness to Children Learning to Read in Spanish?

Newton en la ciencia novohispana del siglo XVIII

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