Beatriz Diuk

La escritura de textos en niños pequeños: conocimiento ortográfico y producción textual

Resumen En este trabajo se explora la relación entre el conocimiento ortográfico y la producción de textos en niños de nivel socioeconómico bajo de 3er. y 4 to año de E.G.B. El análisis se llevó a cabo en el marco de los modelos cognitivos de adquisicion de la escritura que reformularon el modelo de Hayes y Flower (1980) para incorporar las restricciones que las habilidades de transcripción de los niños imponen al proceso de producción textual. Los modelos desarrollados consideran que en el proceso de traducción es necesario deslindar dos subcomponentes: el subproceso de transcripción—trazado de las letras y conocimiento ortográfico—y el subproceso de generación del texto. En este estudio se comparó el desempeño de los niños en tareas de escritura convencional de palabras y de reescritura de textos. Se encontró un bajo desempeño en escritura ortográfica y se obtuvo una correlación significativa entre esta habilidad y la extensión de los textos escritos. Por su parte, el análisis cualitativo de los textos mostró dificultades relacionadas con aspectos discursivos, indicando la presencia de limitaciones en la generación del texto.

El Aprendizaje Inicial de la Lectura y la Escritura de Palabras en Español: un Estudio de Caso

The aim of this study was to analyze the reading and spelling acquisition process of two girls attending the 1st year of General Basic Education. The girls came from low-income families of Buenos Aires, Argentina and they attended an after-school intercultural literacy program. The longitudinal study made it possible to identify the reading and spelling strategies used by the girls and the difficulties they found in the process of literacy acquisition. Additionally, evidence was obtained concerning the impact of the teaching strategies in the acquisition process. The effect of systematic instruction in phonological recoding was particularly evident.

El fracaso escolar entre los niños de sectores pobres una: alternativa pedagógica intercultural

Resumen Diversas investigaciones sobre la problemática del fracaso escolar de niños de sectores marginados revelaron que hay discontinuidades entre la escuela y el hogar que constituyen un obstáculo para el aprendizaje. En este trabajo se presentan dos experiencias de intervención pedagógica, desarrolladas en base a una propuesta de alfabetización interculturaly bidialectale implementadascon niños que concurrían a preescolar y al primer ciclo de la E.G.B. La evaluación de los aprendizajes de los niños reveló una muy importante mejora en su desempeño. Estos resultados permiten sostener que una propuesta pedagógica de calidad que atienda a las diferencias socio-culturales puede contribuir a enfrentar el fracaso escolar.

La Adquisición de Conocimiento Ortográfico en Niños de 1er a 3er Año de Educación Básica

Fil: Diuk, Beatriz Graciela. Consejo Nacional de Investigaciones Cientificas y Tecnicas. Oficina de Coordinacion Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicologia Matematica y Experimental Dr. Horacio J. A. Rimoldi; Argentina

El diálogo intercultural en el aula : un análisis de la interacción en situaciones de enseñanza con niños de poblaciones suburbanas pobres

Resumen En este trabajo se analiza el intercambio maestra/o-niños/as a fin de dar cuenta de cuáles de las estrategias discursivas de las maestras promueven la inclusión de los conocimientos y usos lingüísticos característicos del entorno sociocultural de los niños en el contexto conversacional del aula y su integración con otros conocimientos y modos de repesentación lingüística. Se analizaron los intercambios que tuvieron lugar en 163 situaciones de enseñanza y aprendizaje registradas en un programa no formal de apoyo escolar para niños de clase social baja que viven en barrios marginales de Buenos Aires, Argentina. El análisis cualitativo realizado mostró que las maestras emplean estratégicamente recursos específicos y mecanismos discursivos para “abrir” un espacio comunicativo amplio; retomar y recuperar en el intercambio las emisiones de los niños y reformular, reconceptualizar y expandir sus conocimientos. De ese modo, en el plano de los procesos microinteractivos que tiene lugar en el aula la interculturalidad se vuelve posible: las maestras permiten el ingreso y legitiman el mundo de los niños, sus conocimientos, su dialecto, los usos que hacen del lenguaje, al mismo tiempo que amplían sus significados, su mundo simbólico y cultural.

Predictors of letter knowledge in children growing in poverty

This study examined the influence of phonological processing abilities on letter knowledge and letter learning in 1st grade children growing in poverty. At the beginning of the school year, 59 first graders were evaluated with tests measuring phonological awareness, phonological memory and rapid naming. Letter knowledge was assessed at the beginning and at the end of the year. All phonological processing abilities predicted letter knowledge at time 1, with phonological awareness producing the largest effect. However, only phonological memory predicted additional letter learning during the school year, once initial letter knowledge was taken into account.

Dificultades de lectura en contextos de pobreza: ¿ un caso de Efecto Mateo?

In this study we investigate whether the reading diffi culties in poverty environment may be interpreted in terms of the “Matthew Effect”, which posits an accumulation of differences between those who enter school with high and low knowledge. We evaluate 58 children entering fi rst grade with tests of phonological processing, letter knowledge, reading and writing, and identifi ed a group of children at risk. Based on assessments of reading and writing taught at the end of the fi rst, second and third grades, we compared the evolution of children at risk with their peers. In the fi rst year, the gap between groups widened confi rming the predictions of the Matthew Effect. From the second year, the school provided children at risk with an additional educational support. Differences between groups no longer increased. It is considered that these results show the impact of educational intervention in facing children ́s diffi culties.Este estudo explorou se as dificuldades leitoras em contextos de pobreza podem ser interpretadas em termos do Efeito Mateus, que postula uma acumulacao das diferencas entre quem ingressa na escola com altos e baixos conhecimentos. Foram avaliadas 58 criancas ingressantes na primeira serie com testes de processamento fonologico, conhecimento de letras, leitura e escrita, e se identificou um grupo de criancas em risco. Com base em avaliacoes de leitura e escrita ministradas no final da primeira, segunda e terceira serie, se comparou a evolucao das criancas em risco com a de seus pares. No primeiro ano, a distância entre grupos se ampliou, confirmando as predicoes do Efeito Mateus. A partir do segundo ano, a escola proporcionou as criancas em risco um apoio educativo adicional. As diferencas entre grupos ja nao se ampliaram. Considera-se que esses resultados evidenciam a incidencia da intervencao pedagogica na configuracao das dificuldades.

¿Anglocentrismo en los modelos de adquisición lectora? Un estudio en una lengua de ortografía transparente

The present research aimed to check Share’s (2008) thesis about conventional reading acquisition models in a group of Argentinean children. This author proposes that reading models developed for English need to be reviewed when children are learning to read in a language with transparent orthography. Share questions the idea of learning proceeds in stages, the importance given to reading accuracy over speed and the relevance of phonological processing. A group of 52 children from low-income families were tested on letter knowledge, phonological awareness, rapid naming and reading of frequent words at the beginning and the middle of first grade. Additionally, children’s word and pseudo-word reading skills were tested at the end of first and second grade. Results showed that most children never resorted to non-phonological strategies as it is usually done by their equals in English. By the end of second grade the group had reached a high level of accuracy in reading, but important differences were found in reading speed. These results support Share’s (2008) proposal since reading acquisition did not develop in a series of stages but could be described as a continuous process in which children gradually increase their phonological recoding abilities and achieve accuracy early on. Therefore individual differences in reading speed become a critical aspect of reading.

Reading difficulties in a poverty context: a case study of the Matthew Effect?

In this study we investigate whether the reading diffi culties in poverty environment may be interpreted in terms of the “Matthew Effect”, which posits an accumulation of differences between those who enter school with high and low knowledge. We evaluate 58 children entering fi rst grade with tests of phonological processing, letter knowledge, reading and writing, and identifi ed a group of children at risk. Based on assessments of reading and writing taught at the end of the fi rst, second and third grades, we compared the evolution of children at risk with their peers. In the fi rst year, the gap between groups widened confi rming the predictions of the Matthew Effect. From the second year, the school provided children at risk with an additional educational support. Differences between groups no longer increased. It is considered that these results show the impact of educational intervention in facing children ́s diffi culties.Este estudo explorou se as dificuldades leitoras em contextos de pobreza podem ser interpretadas em termos do Efeito Mateus, que postula uma acumulacao das diferencas entre quem ingressa na escola com altos e baixos conhecimentos. Foram avaliadas 58 criancas ingressantes na primeira serie com testes de processamento fonologico, conhecimento de letras, leitura e escrita, e se identificou um grupo de criancas em risco. Com base em avaliacoes de leitura e escrita ministradas no final da primeira, segunda e terceira serie, se comparou a evolucao das criancas em risco com a de seus pares. No primeiro ano, a distância entre grupos se ampliou, confirmando as predicoes do Efeito Mateus. A partir do segundo ano, a escola proporcionou as criancas em risco um apoio educativo adicional. As diferencas entre grupos ja nao se ampliaram. Considera-se que esses resultados evidenciam a incidencia da intervencao pedagogica na configuracao das dificuldades.

Dificuldades de leitura em contextos de pobreza: um caso de Efeito Mateus?

In this study we investigate whether the reading diffi culties in poverty environment may be interpreted in terms of the “Matthew Effect”, which posits an accumulation of differences between those who enter school with high and low knowledge. We evaluate 58 children entering fi rst grade with tests of phonological processing, letter knowledge, reading and writing, and identifi ed a group of children at risk. Based on assessments of reading and writing taught at the end of the fi rst, second and third grades, we compared the evolution of children at risk with their peers. In the fi rst year, the gap between groups widened confi rming the predictions of the Matthew Effect. From the second year, the school provided children at risk with an additional educational support. Differences between groups no longer increased. It is considered that these results show the impact of educational intervention in facing children ́s diffi culties.Este estudo explorou se as dificuldades leitoras em contextos de pobreza podem ser interpretadas em termos do Efeito Mateus, que postula uma acumulacao das diferencas entre quem ingressa na escola com altos e baixos conhecimentos. Foram avaliadas 58 criancas ingressantes na primeira serie com testes de processamento fonologico, conhecimento de letras, leitura e escrita, e se identificou um grupo de criancas em risco. Com base em avaliacoes de leitura e escrita ministradas no final da primeira, segunda e terceira serie, se comparou a evolucao das criancas em risco com a de seus pares. No primeiro ano, a distância entre grupos se ampliou, confirmando as predicoes do Efeito Mateus. A partir do segundo ano, a escola proporcionou as criancas em risco um apoio educativo adicional. As diferencas entre grupos ja nao se ampliaram. Considera-se que esses resultados evidenciam a incidencia da intervencao pedagogica na configuracao das dificuldades.