Métodos de enseñanza hacia el desarrollo de la conciencia fonológica: una revisión teórica
| Author | Sandra de la Asunción Díaz |
| Position | UMECIT. Ciudad de Panamá - Panamá |
| Pages | 1-7 |
1
REVISTA INVECOM “Estudios transdisciplinarios en comunicación y sociedad” / ISSN 2739-0063 /
www.revistainvecom.org. Vol. 4, # 2, 2024. Lice ncia CC BY. Métodos de enseñanza hacia el desarrollo de la
conciencia fonológica: una revisión teórica. Sandra de la Asu nción Díaz.
Métodos de enseñanza hacia el desarrollo de la conciencia fonológica: una
revisión teórica
Teaching methods towards the development of phonological awareness: a
theoretical review
Sandra de la Asunción Díaz
https://orcid.org/0000-0001-9511-3494
sdelaasunciondiaz@gmail.com
UMECIT. Ciudad de Panamá-Panamá
RESUMEN
Durante la primera infancia son múltiples las capacidades que se desarrollan para las ejecuciones del
acto de habla, donde se inserta la conciencia fonológica como una habilidad de interés para la
adquisición de la lectura; de allí que se presente este artículo con la intención de especificar las
nociones teoréticas y conceptuales sobre los métodos de enseñanza para el desarrollo de la conciencia
fonológica en los estudiantes del grado transición de las instituciones educativas del sur occidente en
Barranquilla-Colombia. Para tal fin se recurre a una revisión documental teórica con respecto a los
fundamentos que dan apoyo y sustento a las formas de enseñanza que pueden adoptarse de cara a la
educación para el desarrollo de esta micro habilidad determinante en la capacidad o competencia de
lectura. A partir de la revisión de las teorías de apoyo, se reconoce que los fundamentos teóricos
derivan en la orientación sobre las formas de enseñanza que han evolucionado con relación a la
lectura, pero asimismo sobre las concepciones acerca de la conciencia fonológica, en tanto los
trabajos de investigación en un periodo de 2019 a 2024 se han enfocado en revisiones sistemáticas
sobre el tema en las distintas naciones de la región latinoamericana.
Palabras clave: enseñanza, fonología, primera infancia.
Recibido: 15-12-23 - Aceptado: 10-03-24
ABSTRACT
During early childhood, multiple capacities are developed for the execution of the speech act, where
phonological awareness is inserted as a skill of interest for the acquisition of reading; Hence, this
article is presented with the intention of specifying the theoretical and conceptual notions about
teaching methods for the development of phonological awareness in students of the transition degree
of the educational institutions of the south west in Barranquilla-Colombia. For this purpose, a
theoretical documentary review is used with respect to the foundations that provide support and
sustenance to the forms of teaching that can be adopted for education for the development of this
determining micro skill in the ability or competence of reading. From the review of the supporting
theories, it is recognized that the theoretical foundations derive from the orientation on the forms of
teaching that have evolved in relation to reading, but also on the conceptions about phonological
awareness, while the works research in a period from 2019 to 2024 have focused on systematic
reviews on the topic in the different nations of the Latin American region.
Keywords: teaching, phonology, early childhood.
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