RT info:eu-repo/semantics/bachelorThesis
T1 El rol de la conciencia fonológica, el conocimiento alfabético y el vocabulario en la detección de riesgo en las dificultades de aprendizaje en la lectura.
A1 Alberola Cáceres, Ana Yeneva
A1 Figueroa Chinea, Pilar
A2 Grado En Psicología
K1 deteccio¿n temprana
K1 riesgo
K1 curriculum-based measurement
K1 diferencias sexuales.
K1 Early detection
K1 risk
K1 CBM
K1 sexual differences
K1 detección temprana
K1 riesgo
K1 curriculum-based measurement
K1 diferencias
sexuales
AB The aim of this study was to analyze the early identification of 5 years-old young children atrisk for learning difficulties in linguistic activities of phonological awareness, vocabulary andalphabetical knowledge. Also, we analyzed whether there are differences in the prevalence ofchildren at risk as a function of sexual differences. We used the Indicadores de Progreso deAprendizaje en Lectura (IPAL) (Indicators of Basic Early Reading Skills (Jiménez & Gutiérrez,2019) which includes the basic components of phonological awareness, vocabulary andalphabetical knowledge according to the National Reading Panel (NRP). Statistical analyseswere performed through MANOVA, using the RStudio and the ULLRToolbox suite programs.Results showed that the risk status is associated to every basic component, except thefluency in the knowledge of the alphabet letters. Likewise, there were no significantdifferences in the risk status regarding sexual differences.
YR 2019
FD 2019
LK http://riull.ull.es/xmlui/handle/915/15413
UL http://riull.ull.es/xmlui/handle/915/15413
LA es
DS Repositorio institucional de la Universidad de La Laguna
RD 25-abr-2024