Conocimiento lógico-matemático y conciencia fonológica en Educación Infantil

Authors

Jaime SolsonaSalto de línea José I. NavarroSalto de línea Manuel AguilarSalto de línea Departamento de Psicología. Universidad de Cádiz.

Abstract

Logical-mathematical knowledge and phonological awareness in nursery school educationSalto de línea Salto de línea The main purpose of this study is to establish the relation between the acquisition of logical- mathematical knowledge and phonological awareness, which we believe constitutes the foundations for learning to read. Our aim is to find in this way the theoretical support that would justify the importance of using training programmes for phonological awareness and logical-mathematical knowledge prior to the process of learning to read. 48 second year kindergarten «pre-reader» students were randomly distributed in three groups at the beginning of this study: experimental group first was trained in a phonological awareness program, experimental group second was trained in a logical mathematical knowledge program and the control group third did not receive any experimental treatment. Measures of their level of phonological awareness and IQ were taken in all cases. Results suggest that the logical-mathematical knowledge training program improves phonological awareness and, hence, the inclusion of teaching phonological awareness in the general kindergarten education programme as an efficient tool for «pre-readers» is recommended.

Keywords

Reading acquisition, phonological awareness, logical-mathematical knowledge.