El papel de las habilidades de ritmo no-lingüístico en las primeras etapas del aprendizaje formal de la lectura

  1. Nieves Valencia-Naranjo
  2. Nuria Calet
  3. María Auxiliadora Robles-Bello
  4. Nicolás Gutiérrez-Palma
Revista:
Revista de psicodidáctica

ISSN: 1136-1034

Año de publicación: 2024

Volumen: 29

Número: 2

Páginas: 166-175

Tipo: Artículo

DOI: 10.1016/J.PSICOD.2024.04.001 DIALNET GOOGLE SCHOLAR

Otras publicaciones en: Revista de psicodidáctica

Resumen

El estudio de los factores que contribuyen al aprendizaje de la lectoescritura incluye factores de tipo prosódico. La evidencia sugiere que las habilidades rítmicas de las niñas y niños participan en este proceso de adquisición, aunque algunos resultados son inconsistentes. El primer objetivo de este trabajo consiste en determinar si las habilidades rítmicas no-lingüísticas predicen la lectura una vez controlados el vocabulario, la inteligencia y la conciencia fonológica/conciencia del acento. El segundo objetivo consiste en comprobar si la conciencia fonológica o del acento media la relación entre ritmo no-lingüístico y lectura, tal y como cabe esperar según la teoría del muestreo temporal de Goswami. Los participantes de este estudio son niñas y niños españoles que han iniciado el aprendizaje formal de la lectura (primer curso de Educación Primaria). Estos niños y niñas deben realizar diversas tareas fonológicas, rítmicas, y de lectura. En relación con el primer objetivo, los resultados han sugerido que la capacidad predictiva del ritmo depende del tipo de ritmo no-lingüístico, y que el ritmo más lento (1.5 Hz) ha contribuido de forma independiente a la lectura de palabras (reales e inventadas) una vez se controla la conciencia fonológica. En relación con el segundo objetivo, los resultados han mostrado una relación indirecta entre el ritmo más rápido (2 Hz) y la lectura de pseudopalabras mediada por la conciencia fonológica. Además, la conciencia del acento media la relación entre el ritmo más lento y la lectura de pseudopalabras. Estos resultados han puesto de manifiesto el papel del ritmo en el aprendizaje de la lectura.

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