Relaciones diferenciales entre experiencias de alfabetización y habilidades de alfabetización emergente

Salazar-Reyes, Liliana; Vega-Pérez, Lizbeth Obdulia
May 2013
Educación y Educadores;may-ago2013, Vol. 16 Issue 2, p311
Academic Journal
The goal of this study was investigated if literacy experiences that parents provide were differentially related to children literacy. From a purposive sample, 39 dyads (mother and child) were selected starting preschool from a private school in the State of Mexico. Evidence is presented that considered in the same study, the analysis of both explicit and implicit experiences observed in a session of mother-child interaction, using different materials, and other literacy experiences self-reported by mothers, something seldom investigated in the field. Both results were complemented for comparison of what with test scores of children in emergent literacy skills. Significant relationships were showed in literacy, related to father educational level t(11) = 2.78, p = 0.019; approach to books t(12) = 3.90, p = 0.001 and frequency of storytelling t(12) = 4.31, p = 0.002. It is concluded that some children have literacy skills as a result of the experiences that their parents provide.


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