Las habilidades metalingüísticas frente a las habilidades perceptivo-motoras en el aprendizaje de la lectura
- 1 Departamento de Didácticas Especiales, Centro Superior de Educación, Universidad de La Laguna
- Hoyos Ragel, María del Carmen (coord.)
- Gómez Gómez, Rosario (coord.)
- Molina Moreno, Mercedes (coord.)
- Urbano Marchi, Brigitte (coord.)
- Villoria Prieto, Javier (coord.)
Verlag: Grupo Editorial Universitario
ISBN: 84-8491-166-7
Datum der Publikation: 2002
Seiten: 1735-1741
Kongress: Sociedad Española de Didáctica de la Lengua y la Literatura. Congreso Internacional (6. 2000. Granada)
Art: Konferenz-Beitrag
Zusammenfassung
Traditionally, there has been a discussion on reading readiness within the context of teaching of language in the preschool age. Likewise, the discussion has involved the analysis of the relationship between oral language and written language. Two different models of reading readiness have been proposed. The perceptual-motor model had a strong influence on educational practices in the school oriented to learning to read. However, this model has received a lot of critisicm and its validity has been questioned by the empirical research. On the other hand, from a psycholinguistic framework the relationship between linguistic and metalinguistic abilities is emphasized because it has more relevance in the acquisition of alphabetical code. Therefore, our analysis is centered in the psycholinguistic model where we offer a definition of metalinguistic abitilites, the development of these abilities and their relationship to learning to read.