Vocabulary depth as preliteracy skill
- Lydia García Gómez Universidad de Salamanca
- Mercedes I. Rueda Sánchez Universidad de Salamanca
Resumen
El objetivo de este estudio es explorar en una muestra de 162 escolares de 3º de Educación Infantil el valor predictor que desempeña la amplitud y profundidad del vocabulario junto con las variables clásicas de conciencia fonológica, velocidad de denominación y conocimiento alfabético en la explicación del progreso en el aprendizaje inicial de la lectura y la escritura. La detección temprana de riesgos en el aprendizaje de la lectura resulta esencial para poder intervenir proactivamente si se constatan indicios de dislexia. El estudio de las habilidades que predicen la adquisición exitosa de la lectoescritura puede ser de utilidad para identificar indicadores de riesgo de dificultades de aprendizaje de la lectura y la escritura en Educación Infantil. Los resultados encontrados constatan la contribución de las variables clásicas y revelan que especialmente la profundidad de vocabulario parece ser un buen predictor del éxito en el rendimiento lectoescritor en edades tempranas. Se comentan las implicaciones educativas del conjunto de estos hallazgos.
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