Examinando por Materia "Centro de formación"
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- PublicaciónAcceso abiertoConciencia fonológica y decodificación lectora en estudiantes (primer grado, primaria) de una institución educativa - Callao Cercado(Universidad San Ignacio de Loyola, 2010) Baldassari Arias, Lourdes María; Meza Borja, Juan AnibalThe present investigation aimed to assess the relationship between phonological awareness and reading decoding. The sample consisted of 133 elementary first grader students from a school located in Callao. The phonological awareness was measured by the Phonological Awareness Test whose authors are José Luis Sánchez Ramos and Isabel Cuadrado Gordillo, meanwhile the reading decoding was specifically measured by Screening Test for Dyslexia whose authors are Mabel Condemarín and Blomquist. By processing the data it was found that most students of evaluated sample showed a middle reading decoding level and had middle level in phonological awareness. While performing the correlation analysis it was found a significant relationship between phonological awareness and reading decoding. As for the correlation between the dimensions of phonological awareness (syllable level and the phonemic level) and reading decoding also it was found a significant relationship.
- PublicaciónAcceso abiertoDecodificación lectora en estudiantes de segundo grado de primaria de instituciones educativas del Callao(Universidad San Ignacio de Loyola, 2012) Cock Castro de Amico, Milagros; Velarde Consoli, Esther MarizaThis research is descriptive, simple, aimed at evaluating the reading decode of students in the second grade of Educational Institutions of Callao. The variable was measured through the Battery Assessment Processes Readers, Revised PROLEC-R proposed by Cuetos and others (2007), validated for this research by six experts, with a reliability of Cronbach's alpha of 0.807. It also implemented a pilot test on a sample of 110 students, whose results showed a low level in the dimensions of perceptual and lexical processes in reading. The conclusion is that students have difficulties in acquiring the reading process and have a good development to successfully deal with reading comprehension.
- PublicaciónAcceso abiertoPrograma "Juego, coopero y aprendo" para el desarrollo psicomotor de niños de 3 años de una I.E. del Callao(Universidad San Ignacio de Loyola, 2012) Gastiaburú Farfán, Gloria María; Meza Borja, Juan AnibalLa investigación tuvo como propósito constatar la efectividad del Programa “Juego, coopero y aprendo” en el incremento del desarrollo psicomotor en las dimensiones de coordinación, motricidad y lenguaje en niños de 3 años de una I.E. del Callao. La investigación fue experimental y el diseño pre experimental, de pretest y postest con un solo grupo, cuya muestra fue conformada por 16 niños. El instrumento utilizado fue el Test de desarrollo psicomotor (TEPSI) de Haeussler & Marchant (2009) que se aplicó a la muestra antes y después de aplicar el programa de intervención. Los resultados fueron analizados estadísticamente mediante la prueba de Wilcoxon, encontrándose que la aplicación del Programa muestra efectividad al incrementar significativamente los niveles del desarrollo psicomotor en todas las dimensiones evaluadas.
- PublicaciónAcceso abiertoPrograma Jugando con los sonidos y niveles de la conciencia fonológica en niños de cinco años de una institución educativa(Universidad San Ignacio de Loyola, 2010) Caman Nazario, Luz Marina; Velarde Consoli, Esther MarizaThe following investigation has the purpose to evaluate the effects of the application of the program “Playing with sounds” in the level of phonologic conscience in a group of Kindergarten children of 5 years old. We utilized a pre experimental design with a non probabilistic sample of 24 students formed by 15 girls and 9 boys of low economic condition from Callao district. Used the metalinguistic skill test: THM to evaluate the results that we obtained. It was adapted to our context by Noemí Panca before and after applying the program that lasted three months. The results show us a significant performance (after the application of the program) that is bigger than others in all the levels of phonologic conscience. The level rhyme got the higher significant performance while phoneme level got the lower one. We conclude that “Playing with sounds” program has positive effects upon the phonologic conscience of kindergarten children.