La conciencia fonológica y su relación con la lectura: Revisión sistemática
Phonological awareness and its relationship to reading: Systematic reviewBarra lateral del artículo
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El estudio se centra en analizar la relación entre el desarrollo de la conciencia fonológica y la competencia lectora en estudiantes durante el período de 2018 a 2022. Se llevó a cabo una revisión sistemática siguiendo el método PRISMA, con búsqueda de artículos en la base de datos SCOPUS utilizando descriptores conciencia fonológica”, “conciencia semántica”, “conciencia silábica”, conciencia morfológica” y “conciencia pragmática” en español e inglés. La investigación se enfocó en las categorías de conciencia fonológica y decodificación lectora. Se seleccionaron 31 artículos para el análisis final. Los resultados revelaron la importancia del desarrollo temprano de la conciencia fonológica, especialmente durante la educación preescolar y los primeros años de educación primaria, para el éxito en la lectura. Se encontró una relación significativa entre la conciencia fonológica y la lectura en estudiantes oyentes, con déficit perceptuales y bilingües. Se destaca la necesidad de implementar programas metalingüísticos para abordar las dificultades lectoras de manera oportuna.
The study focuses on analyzing the relationship between the development of phonological awareness and reading proficiency in students during the period from 2018 to 2022. A systematic review was conducted following the PRISMA method, with article search in the SCOPUS database using descriptors phonological awareness", "semantic awareness", "syllabic awareness", morphological awareness" and "pragmatic awareness" in Spanish and English. The research focused on the categories of phonological awareness and reading decoding. Thirty-one items were selected for final analysis. The results revealed the importance of early development of phonological awareness, especially during preschool and early elementary school, for reading success. A significant relationship was found between phonological awareness and reading in hearing, perceptually deficient, and bilingual students. The need to implement metalinguistic programs to address reading difficulties in a timely manner is highlighted.
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