Diferencias iniciales en el proceso de acceso al lenguaje escrito según nivel socioeconómico

¿Cómo citar este artículo?

Agencia de Calidad de la Educación. (2015). Resultados Educativos 2015. Santiago.

Anderson, R. C., & Freebody, P. (1981). Vocabulary knowledge. In comprehension and teaching. In J. Guthrie (Ed.), Research Reviews (pp. 77–117). Newark: International Reading Association.

Aro, M. (2004). Learning to read. The Effect of Orthography. (T. Korhonen, P. Olsbo, & M.-L. Tynkkynen, Eds.). Jyväskylä: Jyväskylä University Printing House.

Badian, N. A. (1993). Phonemic awareness, naming, visual symbol processing, and reading. Reading and Writing, 5(87), 87–100.

Beck, I. L., & McKeown, M. G. (1991). Conditions of vocabulary acquisition. In B. Barr, M. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (pp. 789–814). White Plains, NY: Longman.

Becker, B. (2011). Social disparities in children ’ s vocabulary in early childhood . Does pre-school education help to close the gap ? The British Journal of Sociology, 62(1), 70–88. https://doi.org/10.1111/j.1468-4446.2010.01345.x

Boscardin, C. K., Muthén, B., Francis, D. J., & Baker, E. L. (2008). Early identification of reading difficulties using heterogeneous developmental trajectories. Journal of Educational Psychology, 100(1), 192–208. https://doi.org/10.1037/0022-0663.100.1.192

Bowers, P. G., & Swanson, L. B. (1991). Naming speed deficits in reading disability: Multiple measures of a singular process. Journal of Experimental Child Psychology, 51, 195–219.

Bowey, J. A. (1995). Socioeconomic status differences in preschool phonological sensitivity and first-grade reading achievement. Journal of Educational Psychology, 87(3), 476–487.

Bravo, L., Villalón, M., & Orellana, E. (2006). Predictibilidad del rendimiento en la lectura: una investigación de seguimiento entre primer y tercer año. Revista Latinoamericana de Psicología, 38(1), 9–20.

Caravolas, M., Lervåg, A., Defior, S., Málková, G. S., & Hulme, C. (2013). Different patterns, but equivalent predictors of growth in reading in consistent and inconsistent orthographies. Psychological Science, 24(8), 1398–1407. https://doi.org/10.1177/0956797612473122

Caravolas, M., Lervåg, A., Mousikou, P., Efrim, C., Litavský, M., Onochie-Quintanilla, E., … Hulme, C. (2012). Common patterns of prediction of literacy development in different alphabetic orthographies. Psychological Science, 23(6), 678–686. https://doi.org/10.1177/0956797611434536

Carrasco, A., Contreras, D., Elacqua, G., Flores, C., Mizala, A., Santos, H., … Valenzuela, J. P. (2014). Hacia un sistema escolar más inclusivo: como reducir la segregación escolar en Chile. Informe de Políticas Públicas.

Chen, R. S., & Vellutino, F. R. (1997). Prediction of reading ability: A cross-validation study of the Simple View of Reading. Journal of Literacy Research, 29(1), 1–24.

Coddington, C. H., Mistry, R. S., & Bailey, A. L. (2014). Socioeconomic status and receptive vocabulary development: Replication of the parental investment model with chilean preschoolers and their families. Early Childhood Research Quarterly, 29(4), 538–549. https://doi.org/10.1016/j.ecresq.2014.06.004

Colé, P., Cavalli, E., Duncan, L. G., Theurel, A., Gentaz, E., Sprenger-Charolles, L., & El-Ahmadi, A. (2018). What is the influence of morphological knowledge in the early stages of reading acquisition among low SES children? A graphical modeling approach. Frontiers in Psychology, 9(APR), 1–15. https://doi.org/10.3389/fpsyg.2018.00547

Compton, D. (2000). Modeling the growth of decoding skills in frirst grade children. Scientific Studies of Reading, 4(3), 219–259. https://doi.org/10.1207/S1532799XSSR0403

Cromley, J. G., & Azevedo, R. (2007). Testing and refining the direct and inferential mediation model of reading comprehension. Journal of Educational Psychology, 99(2), 311–325. https://doi.org/10.1037/0022-0663.99.2.311

Cunningham, A. E., & Stanovich, K. E. (1997). Early Reading Acquisition and Its Relation to Reading Experience and Ability 10 Years Later, 33(6), 934–945.

Defior, S. (2008). ¿Cómo facilitar el aprendizaje inicial de la lectoescritura? Papel de las habilidades fonológicas. Infancia y Aprendizaje, 31(3), 333–345. https://doi.org/10.1174/021037008785702983

Dehaene, S. (2014). El cerebro lector: Últimas noticias sobre neurociencias de la lectura, la enseñanza, el aprendizaje y la dislexia. Buenos Aires: Siglo Veintiuno Editores.

Denckla, M. B., & Rudel, R. (1976). Rapid “automatized” naming (RAN): Dyslexia differentiated from other learning disabilities. Neuropsychologia, 14, 471–479.

Duff, F. J., Reen, G., Plunkett, K., & Nation, K. (2015). Do infant vocabulary skills predict school-age language and literacy outcomes? Journal of Child Psychology and Psychiatry, 56(8), 848–856. https://doi.org/10.1111/jcpp.12378

Duncan, G. J., Yeung, W. J., Brooks-Gunn, J., & Smith, J. R. (1998). How much does childhood poverty affect the life chances of children? American Sociological Review, 63(3), 406–423.

Duncan, L., & Seymour, P. (2000). Socioeconomic differences in foundation-level literacy. British Journal of Psychology, 91, 145–166. https://doi.org///doi.org/10.1348/000712600161736

Escobar, J. P., & Meneses, A. (2014). Predictores de la lectura inicial en español según NSE: ¿Es suficiente la semi-transparencia para explicar su desempeño? Estudios de Psicologia, 35(3), 625–635. https://doi.org/10.1080/02109395.2014.965458

Florit, E., & Cain, K. (2011). The Simple View of Reading: Is it valid for different types of alphabetic orthographies? Educational Psychology Review, 23, 553–576. https://doi.org/10.1007/s10648-011-9175-6

Foulin, J. N. (2005). Why is letter-name knowledge such a good predictor of learning to read ? Reading and Writing, 129–155. https://doi.org/10.1007/s11145-004-5892-2

Georgiou, G. K., Torppa, M., Manolitsis, G., Lyytinen, H., & Parrila, R. (2012). Longitudinal predictors of reading and spelling across languages varying in orthographic consistency. Reading and Writing, 25(2), 321–346. https://doi.org/10.1007/s11145-010-9271-x

Gómez-Velázquez, F., González-Garrido, A., Zarabozo, D., & Amano, M. (2010). La velocidad de denominación de letras. Revista Mexicana de Investigación Educativa, 15(46), 823–847.

Gough, P., & Tunmer, W. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7, 6–10.

Guardia, P. (2003). Relaciones entre habilidades de alfabetización emergente y lectura desde nivel transición mayor a primero básico. Psykhe (Santiago), 22(22), 63–79.

Guardia, P., & Mendive, S. (2016). Evaluación de eficacia de una intervención preescolar para promover lenguaje y alfabetización inicial en niños de sectores deprivados socioculturalmente. Santiago.

Hart, B., & Risley, T. (1995). Meaningful differences. Baltimore: Brookes.

Herbers, J. E., Cutuli, J. J., Supkoff, L. M., Heistad, D., Chan, C., Hinz, E., & Masten, A. S. (2012). Early reading skills and academic achievement trajectories of students facing poverty, homelessness, and residential mobility. Educational Researcher, 41(9), 366–374. https://doi.org/10.3102/0013189X12445320

Holopainen, L., Ahonen, T., & Lyytinen, H. (2014). Predicting delay in reading achievement in a highly transparent language. Journal of Learning Disabilities, 34(5), 401–413. https://doi.org/10.1177/002221940103400502

Hoover, W., & Gough, B. (1990). The Simple View of Reading. Reading and Writing, 2, 127–160.

Leppänen, U., Aunola, K., Niemi, P., & Nurmi, J. (2008). Letter knowledge predicts Grade 4 reading fluency and reading comprehension. Learning and Instruction, 18, 548–564. https://doi.org/10.1016/j.learninstruc.2007.11.004

Lonigan, C. J., Burgess, S. R., & Anthony, J. L. (2000). Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study. Developmental Psychology, 36(5), 596–613. https://doi.org/10.1037//OOI2-1649.36.5.596

López Escribano, C., Sánchez Hípola, M. D. P., Suro Sánchez, J., & Leal Carretero, F. (2014). Análisis comparativo de estudios sobre velocidad de nombrar en español, con especial atención a su relación con la adquisición de la lectura y sus dificultades. Universitas Psychologica, 13(2), 757–769. https://doi.org/10.11144/Javeriana.UPSY13-2.aces

Luoni, C., Balottin, U., Rosana, L., Savelli, E., Salini, S., & Termine, C. (2015). Confrontation naming and reading abilities at primary school: A longitudinal study. Behavioural Neurology, 1–10. https://doi.org/10.1155/2015/981548

Manolitsis, G., Georgiou, G., Stephenson, K., & Parrila, R. (2009). Beginning to read across languages varying in orthographic consistency: Comparing the effects of non-cognitive and cognitive predictors. Learning and Instruction, 19(6), 466–480. https://doi.org/10.1016/j.learninstruc.2008.07.003

Marchant, T., Lucchini, G., & Cuadrado, B. (2007). ¿Por qué leer bien es importante?: Asociación del dominio lector con otros aprendizajes. Psykhe (Santiago), 16(2), 3–16. https://doi.org/10.4067/S0718-22282007000200001

McNamara, J. K., Scissons, M., & Gutknecth, N. (2011). A longitudinal study of kindergarten children at risk for reading disabilities: The Ppoor really are getting poorer. Journal of Learning Disabilities, 44(5), 421–430. https://doi.org/10.1177/0022219411410040

Medina, L., Valdivia, A., Gaete, R., & Galdames, V. (2015). ¿ Cómo enseñan a leer los profesores de 1 ° y 2 ° básico en un contexto de evaluación de desempeño docente en Chile ? Estudios Pedagógicos, XLI(1), 183–198.

Ministerio de Educación de Chile. (2018). Bases Curriculares en Educacion Parvularia. (G. de Chile, Ed.). Santiago.

Muñoz-Sandoval, A. F., Woodcock, R. W., McGrew, K. S., & Mather, N. (2005). Batería III Woodcock-Muñoz. Itasca, IL: Riverside Publishing.

Muter, V., Hulme, C., Snowling, M. J., & Stevenson, J. (2004). Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: Evidence from a longitudinal study. Developmental Psychology, 40(5), 665–681. https://doi.org/10.1037/0012-1649.40.5.665

Nation, K., Clarke, P., Marshall, C. M., & Durand, M. (2004). Hidden language impairments in children. Parallels between poor reading comprehension and specific language impairment. Journal of Speech, Language, and Hearing Research, 47, 199–211.

National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. NIH Publication 004754, 7, 35. https://doi.org/10.1002/ppul.1950070418

Pearson, R., Siegel, L. S., Pearson, J., Magrane, M., & Rébora, M. D. (2013). Predictores de la lectura en preescolar en una población hispanoparlante : un estudio longitudinal. Revista Argentina de Neuropsicología, 23, 35–52.

Qian, D. D. (1999). Assesing the roles of depth and breadth of vocabulary knowledge in reading comprehension. The Canadian Modern Language Review, 56(2), 282–306.

Rosas, R., & Pizarro, M. (2017). WISC-V. Santiago, Chile: Pearson Education, Inc.

Rosas, R., & Santa Cruz, C. (2013). Dime en que colegio estudiaste y te diré que CI tienes. Radiografía al desigual acceso al capital cognitivo en Chile. Santiago: Ediciones Universidad Católica de Chile.

Schatschneider, C., Fletcher, J. M., Carlson, C., Schatschneider, C., Fletcher, J. M., Francis, D. J., & Carlson, C. D. (2004). Kindergarten prediction of reading skills: A longitudinal comparative analysis. Journal of Educational Psychology, 96(2), 265–282. https://doi.org/10.1037/0022-0663.96.2.265

Schwanenfluget, P. J., Hamilton, C. E., Bradley, B. A., Ruston, H. P., Neuharth-Pritchett, S., & Restrepo, M. A. (2005). Classroom practices for vocabulary enhancement in prekindergarten: Lessons PAVEd for succes. In E. Hiebert & M. Kamill (Eds.), Teaching and Learning Vocabulary: Bringing research to practice (pp. 155–178). Mahwah, NJ: Lawrence Erlbaum.

Silverman, R. (2013). Investigating video as a means to promote vocabulary for at-risk children. Contemporary Educational Psychology, 38(3), 170–179. https://doi.org/10.1016/j.cedpsych.2013.03.001

Snow, C. (2009). Leer para aprender. In La lectura en la sociedad de la información (pp. 107–112). España: Fundación Santillana.

Snow, C. E., Burns, M. S., & Griffin, P. (1998). Reading difficulties in young children. Washington, DC: National Academy Press. https://doi.org/10.17226/6023

Stahl, S., & Hiebert, E. (2005). The “word factors”: A problem for reading comprehension assessment. In S. Paris & S. Sthal (Eds.), Children´s reading comprehension and assessment (pp. 161–186). London: Lawrence Earlbaum Associates.

Sthal, S., & Nagy, W. (2006). Teaching word meaning. Mahwah, New Jersey, London: Lawrence Earlbaum Associates.

Strasser, K., Larraín, A., & Lissi, M. R. (2013). Effects of storybook reading style on comprehension: The role of word elaboration and coherence questions. Early Education and Development, 24(5), 616–639. https://doi.org/10.1080/10409289.2012.715570

Suárez-Coalla, P., García-de-Castro, M., & Cuetos, F. (2013). Variables predictoras de la lectura y la escritura en castellano. Infancia y Aprendizaje, 36(1), 77–89. https://doi.org/10.1174/021037013804826537

Torppa, M., Poikkeus, A., Laakso, M., Eklund, K., & Lyytinen, H. (2006). Predicting delayed letter knowledge development and its relation to rrade 1 reading achievement among children with and without familial risk for dyslexia. Developmental Psychology, 42(6), 1128–1142. https://doi.org/10.1037/0012-1649.42.6.1128

Urquijo, S., García Coni, A., & Fernandes, D. (2015). Relación entre aprendizaje de la lectura y nivel socioeconómico en niños argentinos. Avances En Psicología Latinoamericana, 33(2), 303–318. https://doi.org/dx.doi.org/10.12804/apl33.02.2015.09

Varela, V., De Barbieri, Z., Beltrán, J., Godoy, C., Guerra, A., & Sánchez, M. (2015). PECFO. Prueba de Evaluación de Conciencia Fonológica. Santiago: Ediciones Pontificia Universidad Católica.

Walker, D., Greenwood, C., & Hart, B. (2016). Prediction of school outcomes based on early language production and socioeconomic factors. Child Development, 65(2), 606–621.

Wallach, L., Wallach, M. A., Dozier, M. G., & Kaplan, N. E. (1977). Poor children learning to read do not have trouble with auditory discrimination but do have trouble with phoneme recognition. Journal of Educational Psychology, 69(1), 36–39.

Whitehurst, G. J., & Lonigan, C. J. (1998). Child depelopment and emergent literacy. Child Development, 69(3), 848–872.

Yoshikawa, H., Barata, M. C., Rolla, A., Da Silva, C. D., Ayoub, C., Arbour, M., & Snow, C. E. (2008). Un Buen Comienzo, una iniciativa para mejorar la educación preescolar en Chile: Resultados del primer año de implementación. Santiago.

Ziegler, J. C., & Goswami, U. (2006). Becoming literate in different languages: similar problems, different solutions. Developmental Science, 9(5), 429–436.