Automaticidad inicial de la lectura en niños del nivel transición del colegio Capellán Pascal : análisis cuantitativo y exploratorio
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Fecha
2008
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es
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Universidad Andrés Bello
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Licencia CC
Licencia CC
Resumen
Estudio exploratorio, descriptivo, correlacional, de grupos intactos,
equilibrados, sin grupo control. La población estuvo constituida por los alumnos
de Kínder del colegio particular, "Colegio Capellán Pascal", urbano,
coeducacional, de nivel socio-económico medio alto, de la comuna de Viña del
Mar, Chile, 2007. El objetivo fue medir y evaluar los niveles de logros de los
alumnos en lenguaje a través de la aplicación de la prueba estandarizada
BAUTOLEC-PK, tomadas por las educadoras de párvulos previamente
capacitadas, y de la evaluación pedagógica fundamentada en las exigencias del
Ministerio de Educación a través de la Bases Curriculares de la Educación
Parvularia.
Desde la perspectiva de la automaticidad en lectura (Muñoz y Pizarra,
2003, Muñoz, 2003, Muñoz y Pizarra 2004, Muñoz 2005) se investigó respecto
al estado actual de los niños y niñas en estas competencias con el objetivo de
aportar evidencias que apoyen un buen comienzo y una adecuada preparación
de los párvulos del Colegio Capellán Pascal. Todo el conocimiento que se
aporte, apoyará para que éstos párvulos alcancen altos y exitosos rendimientos
futuros, no sólo en el lenguaje, sino también en las otras asignaturas logrando
así un desarrollo en todas sus potencialidades intelectuales.
Existen estudios realizados en relación a la Automaticidad en la Lectura,
en escuelas municipalizadas de Viña del Mar y Quilpué, faltando antecedentes
de establecimientos particulares de la comuna.
Se aplicaron las técnicas estadísticas de correlación de Pearson para
analizar las relaciones entre variables medidas, análisis de varianza factorial ANOVA y se emplearon los discriminantes y normas de la BAUTOLEC-PK
(Muñoz y Pizarro, 2004b) para determinar los niveles de logro.
Se confirma la independencia de los resultados frente al género (niño-niña)
en todas los subtest que forman parte del instrumento BAUTOLEC-PK,
como también en los Rendimientos Académicos en Lenguaje. Asimismo el
79,8% de los niños de Kínder clasifican en el umbral alto de lectura inicial,
coincidente con los niveles de logros académicos, confirmando una relación
directa entre la Automaticidad Inicial de la Lectura y el Desempeño Escolar en
Lenguaje.
Exploratory, descriptive, correlational group intact, balanced, with no control group. The population consisted of students from kindergarten school, "Colegio Capellán Pascal''. urban coeducacional, level of socio-economic average high in the commüne of Viña del Mar, Chile, 2007. The aim was to measure and assess levels of achievement of students in language through the implementation of standardized test BAUTOLEC-PK, taken by the nursery previously trained educators, and educational assessment based on the requirements of the ministries of education "Bases Curriculares de la Educación Parvularia". From the perspective of lnitial Automaticity (Muñoz and Pizarra, 2003, Muñoz, 2003, Muñoz and Pizarra 2004, Muñoz 2005) was investigated regarding the current state of children in these powers with the aim of providing evidence to support a good start and adequate preparation for the nursery of the Colegio Capellán Pascal. AII knowledge is provided, so that they will support nursery achieve high yields and successful future, not only in language but also in other subjects thus achieving development in all its intellectual potential. There are studies in relation to the lnitial Automaticity in reading, in schools urban school of Viña del Mar and Quilpué, lacking a history of private establishments of the commune. Was applied statistical techniques Pearson correlation to analyze the relationship between measured variables, factor analysis of variance and Anova were used and the discriminatory rules of the BAUTOLEC-PK (Muñoz and Pizarra, 2004b) to determine levels of achievement. lt confirms the independence of the results compared with gender (girlchild) in all the subtest that are part of the instrument BAUTOLEC-PK, as well as in academic performance in language. Also 79.8% of kindergarten children fall into the high threshold of initial reading consistent with the levels of academic achievement, confirming a direct link between the automatic lnitial Reading and Language School Performance.
Exploratory, descriptive, correlational group intact, balanced, with no control group. The population consisted of students from kindergarten school, "Colegio Capellán Pascal''. urban coeducacional, level of socio-economic average high in the commüne of Viña del Mar, Chile, 2007. The aim was to measure and assess levels of achievement of students in language through the implementation of standardized test BAUTOLEC-PK, taken by the nursery previously trained educators, and educational assessment based on the requirements of the ministries of education "Bases Curriculares de la Educación Parvularia". From the perspective of lnitial Automaticity (Muñoz and Pizarra, 2003, Muñoz, 2003, Muñoz and Pizarra 2004, Muñoz 2005) was investigated regarding the current state of children in these powers with the aim of providing evidence to support a good start and adequate preparation for the nursery of the Colegio Capellán Pascal. AII knowledge is provided, so that they will support nursery achieve high yields and successful future, not only in language but also in other subjects thus achieving development in all its intellectual potential. There are studies in relation to the lnitial Automaticity in reading, in schools urban school of Viña del Mar and Quilpué, lacking a history of private establishments of the commune. Was applied statistical techniques Pearson correlation to analyze the relationship between measured variables, factor analysis of variance and Anova were used and the discriminatory rules of the BAUTOLEC-PK (Muñoz and Pizarra, 2004b) to determine levels of achievement. lt confirms the independence of the results compared with gender (girlchild) in all the subtest that are part of the instrument BAUTOLEC-PK, as well as in academic performance in language. Also 79.8% of kindergarten children fall into the high threshold of initial reading consistent with the levels of academic achievement, confirming a direct link between the automatic lnitial Reading and Language School Performance.
Notas
Tesis (Magíster en Educación Superior)
Palabras clave
Lectura inicial, Educación Preescolar, Evaluación de niveles de logro, Lenguaje y comunicación, Desempeño escolar, Chile