Programa de fortalecimiento del conocimiento sobre conciencia fonológica "Fonotón" en docentes de educación inicial de instituciones educativas estatales de Puno distrito
Date
2024-05-09
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Pontificia Universidad Católica del Perú
Abstract
El aprendizaje de la lectura, se inicia antes de su enseñanza formal en primer grado de
primaria. Se conoce mediante investigaciones que, los niños al ingresar al nivel inicial,
atraviesan por un periodo sensible y crítico para desarrollar habilidades indispensables en
esta competencia.
Diversos estudios sustentan que el predictor más importante para el inicio en la lectura es
la Conciencia Fonológica, su desarrollo y entrenamiento impactan favorablemente en el
aprendizaje. Por esta razón es importante y necesario que los docentes del nivel inicial
tengan conocimiento en este tema y la relación que tiene esta habilidad con la lectura.
El presente estudio, tiene como objetivo principal evaluar la efectividad del Programa de
Fortalecimiento de Conciencia Fonológica Fonotón, desarrollado a través de 8 talleres
virtuales con docentes del nivel inicial, de instituciones educativas públicas del distrito de
Puno. Los talleres desarrollan contenidos del marco teórico y estrategias metodológicas
sobre Conciencia Fonológica, siendo estos: Presentación del Programa Fonotón,
Conciencia Fonológica, Sensibilidad Fonológica, Niveles y tareas de Conciencia Léxica,
Conciencia Silábica, Conciencia Intrasilábica, Conciencia Fonémica y Evaluación Final.
Se aplicó el diseño Pre test y Post test, en 40 docentes. Iniciándose con un proceso
evaluativo, luego se desarrollaron los talleres durante 8 semanas y una valoración de
salida.
Los resultados indican que la diferencia obtenida en el conocimiento sobre Conciencia
Fonológica con la T de Student (t=-2,675) es estadísticamente significativa al nivel que
p<0,01, observándose una mayor puntuación media en la evaluación Post test.
Con los resultados obtenidos se concluye que el Programa de Fortalecimiento de
Conciencia Fonológica Fonotón es efectivo por incrementar de manera significativa el
conocimiento sobre la Conciencia Fonológica en las docentes participantes.
Learning to read begins before formal teaching in the first grade of primary school. It’s known through research that children entering kindergarten go through a sensitive and critical period of time in order for them to develop essential capabilities in this competence. Several studies support that the most important predictor to start reading instruction is phonological awareness, whose development and training have a favorable impact on learning. This is the reason why it is important and necessary for kindergarten teachers to handle a good knowledge about this topic, and the relati onship this capability has with reading. The main goal of this research is to evaluate the effectiveness of the Phonological Awareness Strengthening Program (“Fonoton”), which has been developed through 8 virtual workshops with kindergarten teachers from public schools from the Puno District. In the workshops, there have been developed contents about the theoretical framework, and methodological strategies about phonological awareness which include the following: Fonoton program presentation, phonological awareness, phonological sensitivity, levels and tasks about lexical awareness, syllable awareness, intrasyllabic awareness, phonemic awareness, and final evaluation. The Pretest-Posttest design was applied to 40 teachers, starting with an evaluation process, and then workshops carried out during 8 weeks and a final assessment exam. The results show that the difference obtained about phonological awareness knowledge with the Student’s T-test (t=2, 675) is statistically significant at a p<0,01, where there can be seen a highest mean score in the post-test. With these outcomes, it has been concluded that the Strengthening Program of phonological awareness Fonoton is effective due to significantly increasing the knowledge about phonological awareness in teachers who took part in it.
Learning to read begins before formal teaching in the first grade of primary school. It’s known through research that children entering kindergarten go through a sensitive and critical period of time in order for them to develop essential capabilities in this competence. Several studies support that the most important predictor to start reading instruction is phonological awareness, whose development and training have a favorable impact on learning. This is the reason why it is important and necessary for kindergarten teachers to handle a good knowledge about this topic, and the relati onship this capability has with reading. The main goal of this research is to evaluate the effectiveness of the Phonological Awareness Strengthening Program (“Fonoton”), which has been developed through 8 virtual workshops with kindergarten teachers from public schools from the Puno District. In the workshops, there have been developed contents about the theoretical framework, and methodological strategies about phonological awareness which include the following: Fonoton program presentation, phonological awareness, phonological sensitivity, levels and tasks about lexical awareness, syllable awareness, intrasyllabic awareness, phonemic awareness, and final evaluation. The Pretest-Posttest design was applied to 40 teachers, starting with an evaluation process, and then workshops carried out during 8 weeks and a final assessment exam. The results show that the difference obtained about phonological awareness knowledge with the Student’s T-test (t=2, 675) is statistically significant at a p<0,01, where there can be seen a highest mean score in the post-test. With these outcomes, it has been concluded that the Strengthening Program of phonological awareness Fonoton is effective due to significantly increasing the knowledge about phonological awareness in teachers who took part in it.
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Fonología, Lectura (Educación primaria), Lectura--Dificultades
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