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Abstract / Abstracto

Resumen

El objetivo de este artículo es ofrecer una propuesta didáctica para incorporar el desarrollo de la conciencia fonológica –CF– en la vida diaria del preescolar y del primer grado de la educación primaria, como una actividad de expresión oral y prerrequisito del proceso de aprendizaje de la lectura y la escritura. La propuesta pretende que la CF forme parte de la cotidianeidad del aula, de los espacios de transición entre actividades, de las reflexiones generadas en torno de la lectura y de otros momentos en que la palabra sea objeto de atención pedagógica. El tratamiento didáctico se aborda desde dos dimensiones: 1) la magnitud de la unidad sonora que se atiende (palabra, sílaba, fonema) y 2) la manipulación de la unidad atendida, mediante actividades que involucran las acciones de identificar, segmentar, sintetizar, sustraer, amalgamar o integrar, reemplazar e invertir sonidos del habla.

Abstract

The objective of this article is to offer a didactic proposal to incorporate the development of phonological awareness in the daily life of preschool and first grade of primary education, as an activity of oral expression and prerequisite of the learning process of reading and writing. This proposal aims to make the phonological awareness is part of the everyday life of the classroom, of the transition spaces between activities, of the reflections generated around reading and other moments in which the word is the object of pedagogical attention. The didactic treatment is approached from two dimensions: 1) the magnitude of the sound unit that is attended (word, syllable, phoneme) and 2) the manipulation of the unit studied, through activities that involve the actions of identifying, segmenting, synthesizing, subtract, amalgamate or integrate, replace and reverse speech sounds.

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