Enseñanza de la conciencia fonológica: un análisis comparativo según el desarrollo de la colaboración entre el profesorado y fonoaudiólogos
- Daniela González-Fernández Universidad de Talca
- Felipe Flores-González Universidad Autónoma de Chile
- Durley Ruth Amaya-Medina Universidad Autónoma de Chile
- Daniela Iturra-Osorio Universidad Católica Silva Henríquez
Resumen
La conciencia fonológica (CF) es una habilidad clave en el aprendizaje de la lectura. Desde un escenario inclusivo, la colaboración entre profesores/as y fonoaudiólogos/as es esencial para el desarrollo de aprendizajes, sobre todo de niños/as con dificultades de lenguaje. El propósito de esta investigación fue comparar características sociodemográficas y de la intervención en CF en el aula entre fonoaudiólogos/as que presentan diferentes niveles de desarrollo de trabajo colaborativo.
Se administró un cuestionario a 112 fonoaudiólogos activos en el ámbito educativo. Mediante un análisis de clúster se dividió la muestra en dos grupos, basados en el nivel de desarrollo de trabajo colaborativo. Posteriormente, se compararon características sociodemográficas y aspectos de la intervención en la enseñanza de la CF en el aula.
Los resultados revelan que los fonoaudiólogos pueden ser clasificados en dos grupos, según su nivel de colaboración (baja colaboración=29; alta colaboración=83). Si bien no se encontraron diferencias significativas en términos sociodemográficos, sí se identificaron variaciones notables en aspectos de la intervención fonoaudiológica, como el porcentaje que considera el nivel fonémico (p=.0017), el foco puesto en el abordaje durante el primer año básico (p=.06), y el tiempo que se destina a la preparación de materiales (p=.033). Se concluye que el abordaje colaborativo de la CF favorece intervenciones que se alienan con la evidencia reportada. Estos resultados pueden ser útiles para que profesores/as y fonoaudiólogos/as consideren el desarrollo de prácticas colaborativas durante la enseñanza de la CF.
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Clayton, F., West, G., Sears, C., Hulme, C., & Lervåg, A. (2019). a longitudinal study of early reading development: letter-sound knowledge, phoneme awareness and ran, but not letter-sound integration, predict variations in reading development. Scientific Studies of Reading, 24, 107 - 91. https://doi.org/10.1080/10888438.2019.1622546.
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Melby-Lervåg, M., Lyster, S. A. H., & Hulme, C. (2012). Phonological skills and their role in learning to read: a meta-analytic review. Psychological Bulletin, 138(2), 322.
Ministerio de Educación de Chile. (2009). Decreto Nº 170 que establece criterios de evaluación, diagnóstico y orientaciones metodológicas para alumnos con necesidades educativas especiales de educación parvularia y básica [Decreto]. Biblioteca del Congreso Nacional de Chile. https://www.bcn.cl/leychile
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Molina, S., Marauri, J., Aubert, A. & Flecha, R. (2021). How inclusive interactive learning environments benefit students without special needs. Frontiers in Psychology, 12:661427. https://doi.org/10.3389/fpsyg.2021.661427
Muñoz, K., Valenzuela, M.F., & Orellana, P. (2018). Phonological awareness instruction: A program training design for low-income children. International Journal of Educational Research, 89, 47-58. https://doi.org/10.1016/j.ijer.2017.02.003
Acosta, V. M., Moreno, A. M., & Axpe, M. de los Ángeles. (2011). Intervención sobre la conciencia fonológica en sujetos con trastorno específico del lenguaje en contextos inclusivos: posibilidades y limitaciones. Bordón. Revista de Pedagogía, 63(3), 9–22.
Archibald, L. (2017). SLP-educator classroom collaboration: A review to inform reason-based practice. Autism & Developmental Language Impairments, 2, 1–17.
Becker, R., & Sylvan, L. (2021). Coupling articulatory placement strategies with phonemic awareness instruction to support emergent literacy skills in preschool children: A collaborative approach. Language, Speech, and Hearing Services in Schools, 1-14. https://doi.org/10.1044/2020_LSHSS-20-00095.
Clayton, F., West, G., Sears, C., Hulme, C., & Lervåg, A. (2019). a longitudinal study of early reading development: letter-sound knowledge, phoneme awareness and ran, but not letter-sound integration, predict variations in reading development. Scientific Studies of Reading, 24, 107 - 91. https://doi.org/10.1080/10888438.2019.1622546.
Cunningham, A. J., Burgess, A. P., Witton, C., Talcott, J. B., & Shapiro, L. R. (2021). Dynamic relationships between phonological memory and reading: a five years longitudinal study from age 4 to 9. Developmental Science, 24(1). e12986. https://doi.org/10.1111/desc.12986
Earle, G., & Sayeski, K. (2017). Systematic instruction in phoneme-grapheme correspondence for students with reading disabilities. Intervention in School and Clinic, 52, 262 - 269. https://doi.org/10.1177/1053451216676798.
Furnes, B., & Samuelsson, S. (2010). Predicting reading and spelling difficulties in transparent and opaque orthographies: A comparison between Scandinavian and US/Australian children. Dyslexia, 16(2), 119-142.
Gellert, A. S., & Elbro, C. (2017). Does a Dynamic Test of Phonological Awareness Predict Early Reading Difficulties? Journal of Learning Disabilities, 50(2), 227-237. https://doi.org/10.1177/0022219415609185
Glover, A., McCormack, J., & Smith-Tamaray, M. (2015). Collaboration between teachers and speech and language therapists: Services for primary school children with speech, language and communication needs. Child Language Teaching and Therapy, 31(3), 363–382.
Gillon, G., McNeill, B., Denston, A., Scott, A., & Macfarlane, A. (2020). Evidence-Based Class Literacy Instruction for Children With Speech and Language Difficulties. Topics in Language Disorders, 40, 357 - 374. https://doi.org/10.1097/TLD.0000000000000233.
González, R., López, S., Vilar, J., & Rodríguez, A. (2013). Estudio de los predictores de la lectura. Revista de Investigación en Educación, 11(2), 98-110.
González-Fernández, D., Flores-González, J. F., Gambetta-Tessini, K., & Segura-Pujol, H. (2023). Colaboración entre fonoaudiólogos y profesores de aula: determinantes del trabajo colaborativo. Revista Colombiana de Educación, (88), 121-137.
Gutiérrez-Fresneda, R., Vicente-Yagüe Jara, M. I. D., & Alarcón-Postigo, R. (2020). Desarrollo de la conciencia fonológica en el inicio del proceso de aprendizaje de la lectura. Revista Signos, 53(104), 664-681.
Gutiérrez, R. (2018). Habilidades favorecedoras del aprendizaje de la lectura en alumnos de 5 y 6 años. Revista Signos Estudios de Lingüística, 51(96), 45-60.
Halpin, B. (2015). CALINSKI: Stata module to compute Calinski-Harabasz cluster stopping index from distance matrix. Statistical Software Components. Recuperado de https://consensus.app/papers/calinski-stata-module-compute-calinskiharabasz-cluster-halpin/67388a67fd0e515295fc853be97ea0d5/?utm_source=chatgpt
Helf, S., Yearta, L., & Ming, K. (2018). maximizing learning: embedding phonological awareness throughout the day. Georgia Journal of Literacy, 41(1), 30-37.
Hodgins, H., & Harrison, G. L. (2021). Improving phonological awareness with Talking Tables in at-risk kindergarten readers. Research in Developmental Disabilities, 115, 103996-103996.
Holliman, A. J., Mundy, I. R., Wade-Woolley, L., Wood, C., & Bird, C. (2017). Prosodic awareness and children’s multisyllabic word reading. Educational Psychology, 37(10), 1222-1241.
Kelly, C., Leitão, S., Smith-Lock, K., & Heritage, B. (2019). The effectiveness of a classroom-based Phonological awareness program for 4-5-year-olds. International Journal of Speech-Language Pathology, 21(1), 101–113. https://doi.org/10.1080/17549507.2017.1400589
Massetti, G. M. (2009). Enhancing Emergent Literacy Skills of Preschoolers from Low-Income Environments through a Classroom-Based Approach. School Psychology Review, 38(4), 554-569.
Mayer, A., & Motsch, H.J. (2015). Efficacy of a classroom integrated intervention of phonological awareness and word recognition in "double-deficit children" learning a regular orthography. Journal of Education and Learning, 4, 88-111.
McCluskey, J., Gallagher, A. L., & Murphy, C. A. (2022). Reflective practice across speech and language therapy and education: a protocol for an integrative review. HRB Open Research, 4(29), 29.
McNeill, B. C., Justice, L. M., Gillon, G. T., & Schuele, C. M. (2017). Phonological awareness: Description, assessment, and intervention. In J. E. Bernthal, N. W. Bankson, & P. Flipsen (Eds.), Articulation and phonological disorders (8th ed., pp. 302–324). Pearson.
Melby-Lervåg, M., Lyster, S. A. H., & Hulme, C. (2012). Phonological skills and their role in learning to read: a meta-analytic review. Psychological Bulletin, 138(2), 322.
Ministerio de Educación de Chile. (2009). Decreto Nº 170 que establece criterios de evaluación, diagnóstico y orientaciones metodológicas para alumnos con necesidades educativas especiales de educación parvularia y básica [Decreto]. Biblioteca del Congreso Nacional de Chile. https://www.bcn.cl/leychile
Ministerio de Educación. (2019). Profesionales asistentes en educación: directrices sobre su rol y funciones en programas de integración escolar (PIE). Recuperado de https://especial.mineduc.cl/wp-content/uploads/sites/31/2020/01/Profesionales-asistentes-de-la-educacion-002.pdf
Molina, S., Marauri, J., Aubert, A. & Flecha, R. (2021). How inclusive interactive learning environments benefit students without special needs. Frontiers in Psychology, 12:661427. https://doi.org/10.3389/fpsyg.2021.661427
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Archibald, L. (2017). SLP-educator classroom collaboration: A review to inform reason-based practice. Autism & Developmental Language Impairments, 2, 1–17.
Becker, R., & Sylvan, L. (2021). Coupling articulatory placement strategies with phonemic awareness instruction to support emergent literacy skills in preschool children: A collaborative approach. Language, Speech, and Hearing Services in Schools, 1-14. https://doi.org/10.1044/2020_LSHSS-20-00095.
Clayton, F., West, G., Sears, C., Hulme, C., & Lervåg, A. (2019). a longitudinal study of early reading development: letter-sound knowledge, phoneme awareness and ran, but not letter-sound integration, predict variations in reading development. Scientific Studies of Reading, 24, 107 - 91. https://doi.org/10.1080/10888438.2019.1622546.
Cunningham, A. J., Burgess, A. P., Witton, C., Talcott, J. B., & Shapiro, L. R. (2021). Dynamic relationships between phonological memory and reading: a five years longitudinal study from age 4 to 9. Developmental Science, 24(1). e12986. https://doi.org/10.1111/desc.12986
Earle, G., & Sayeski, K. (2017). Systematic instruction in phoneme-grapheme correspondence for students with reading disabilities. Intervention in School and Clinic, 52, 262 - 269. https://doi.org/10.1177/1053451216676798.
Furnes, B., & Samuelsson, S. (2010). Predicting reading and spelling difficulties in transparent and opaque orthographies: A comparison between Scandinavian and US/Australian children. Dyslexia, 16(2), 119-142.
Gellert, A. S., & Elbro, C. (2017). Does a Dynamic Test of Phonological Awareness Predict Early Reading Difficulties? Journal of Learning Disabilities, 50(2), 227-237. https://doi.org/10.1177/0022219415609185
Glover, A., McCormack, J., & Smith-Tamaray, M. (2015). Collaboration between teachers and speech and language therapists: Services for primary school children with speech, language and communication needs. Child Language Teaching and Therapy, 31(3), 363–382.
Gillon, G., McNeill, B., Denston, A., Scott, A., & Macfarlane, A. (2020). Evidence-Based Class Literacy Instruction for Children With Speech and Language Difficulties. Topics in Language Disorders, 40, 357 - 374. https://doi.org/10.1097/TLD.0000000000000233.
González, R., López, S., Vilar, J., & Rodríguez, A. (2013). Estudio de los predictores de la lectura. Revista de Investigación en Educación, 11(2), 98-110.
González-Fernández, D., Flores-González, J. F., Gambetta-Tessini, K., & Segura-Pujol, H. (2023). Colaboración entre fonoaudiólogos y profesores de aula: determinantes del trabajo colaborativo. Revista Colombiana de Educación, (88), 121-137.
Gutiérrez-Fresneda, R., Vicente-Yagüe Jara, M. I. D., & Alarcón-Postigo, R. (2020). Desarrollo de la conciencia fonológica en el inicio del proceso de aprendizaje de la lectura. Revista Signos, 53(104), 664-681.
Gutiérrez, R. (2018). Habilidades favorecedoras del aprendizaje de la lectura en alumnos de 5 y 6 años. Revista Signos Estudios de Lingüística, 51(96), 45-60.
Halpin, B. (2015). CALINSKI: Stata module to compute Calinski-Harabasz cluster stopping index from distance matrix. Statistical Software Components. Recuperado de https://consensus.app/papers/calinski-stata-module-compute-calinskiharabasz-cluster-halpin/67388a67fd0e515295fc853be97ea0d5/?utm_source=chatgpt
Helf, S., Yearta, L., & Ming, K. (2018). maximizing learning: embedding phonological awareness throughout the day. Georgia Journal of Literacy, 41(1), 30-37.
Hodgins, H., & Harrison, G. L. (2021). Improving phonological awareness with Talking Tables in at-risk kindergarten readers. Research in Developmental Disabilities, 115, 103996-103996.
Holliman, A. J., Mundy, I. R., Wade-Woolley, L., Wood, C., & Bird, C. (2017). Prosodic awareness and children’s multisyllabic word reading. Educational Psychology, 37(10), 1222-1241.
Kelly, C., Leitão, S., Smith-Lock, K., & Heritage, B. (2019). The effectiveness of a classroom-based Phonological awareness program for 4-5-year-olds. International Journal of Speech-Language Pathology, 21(1), 101–113. https://doi.org/10.1080/17549507.2017.1400589
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