Inmaculada Menacho Jiménez

Niveles de dificultad de la conciencia fonológica y aprendizaje lector

Resumen Aunque existe una relacion entre conciencia fonologica y lectura, se da una controversia sobre su posible causalidad. El conocimiento fonologico es una habilidad necesaria para el aprendizaje de la lectura, pero el proceso de aprender a leer puede facilitar su desarrollo. Estudios previos han efectuado un entrenamiento en conciencia fonologica, pero son menos los que evaluan el desarrollo de la conciencia fonologica en alumnos que no han recibido entrenamiento. Los objetivos fundamentales de este estudio han sido: a) determinar los niveles de dificultad de la conciencia fonologica en relacion con niveles silabico y fonemico en tareas de identificacion, adicion y omision en silabas y fonemas, y b) identificar diferencias de conciencia fonologica en funcion del desarrollo lector. Se evaluo, mediante la Prueba de Evaluacion del Conocimiento Fonologico, a 299 estudiantes de edades comprendidas entre 5,6 y 7,6 anos (el 52,6%, ninos, y el 47,4%, ninas), procedentes de colegios publicos. Fueron distribuidos en tres grupos segun el nivel lector alcanzado. Los resultados mostraron diferencias significativas en la conciencia fonologica en funcion del nivel de desarrollo lector entre los grupos, considerando conciencia fonologica, silabica y fonemica. Se detecto a aproximadamente el 18% de los participantes (un total de 53 alumnos) con dificultades, el 55%, ninos, y el 45%, ninas. Estos resultados son relevantes por cuanto indican que conviene realizar una intervencion cuando los problemas con la lectura tengan que ver con el conocimiento fonologico. La secuencia de desarrollo encontrada permite establecer actividades para entrenar al alumnado con dificultades de aprendizaje de la lectura.

Instrucción directa con alumnado de Educación Primaria en riesgo de dificultades en el aprendizaje de las matemáticas

espanolLa instruccion directa se ha utilizado como procedimiento de intervencion para el aprendizaje de las matematicas. Asimismo, estos procedimientos se han centrado tanto en los componentes de dominio general como de dominio especifico. En este trabajo se estudiaron los efectos que sobre la competencia matematica temprana y la memoria de trabajo tuvieron diferentes programas de entrenamiento matematico, combinando actividades especificas de memoria de trabajo y de competencia matematica, a partir de actividades de instruccion directa, en ninos de primero de educacion primaria que presentaban riesgo de tener dificultades de aprendizaje de las matematicas. Catorce participantes fueron identificados como alumnado en riesgo de tener dificultades de aprendizaje matematico mediante el test TEMT-i y asignados a un procedimiento pedagogico de intervencion individualizado. A partir de un diseno cuasi experimental con dos medidas de las variables dependientes, los resultados mostraron que el programa de intervencion promovio una clara mejora tanto en la competencia matematica, como en la memoria de trabajo. EnglishDirect instruction has been used as a current intervention procedure for learning mathematics. In addition, these procedures have focused both components of general domain as specific domain. In this paper the effects on early mathematical competence and working memory had different programs mathematical training was studied. The programs combined specific activities of working memory and math competence using a direct instructional procedure. Participants were first grade primary education at risk of having mathematics learning difficulties. Fourteen students were identified as at risk of mathematical learning difficulties by ENT-Rand assigned to an individualized educational intervention procedure. A quasi-experimental design with two dependent variables’ measures was used. Results showed that the intervention program promoted a strong improvement in both mathematical competence, and working memory.

Rendimiento de la memoria prospectiva en personas mayores, adultos y jóvenes

The aims of this study were to verify the potential differences in prospective memory (PM) among young people, adults and the elderly; analyze the relationships between variables of comprehension and verbal fluency and PM; and finally, verify the existence of a relationship between self-reported health status and performance on PM. A cross- sectional design was used. The study involved 270 participants divided into three age groups: young people aged 18 to 28 years; adults 45 to 55, and seniors 60 to 80. Their comprehension and verbal fluency skills were assessed as well as their self-perceived health status. Subsequently, an experiment was carried out where participants were presented with paragraphs of three sentences on a computer screen and they had to recognize previously agreed words that would indicate their level of MP. The results established significant differences in prospective memory between adults and older people and between young people and the elderly. But no differences between youth and adults were found..The importance of verbal comprehension and verbal fluency in solving prospective memory experimental tasks was also significant. In addition, a better self-perception of well-being was linked to a higher performance in PM.

PROSPECTIVE MEMORY PERFORMANCE IN OLDER PEOPLE, ADULTS AND YOUTH

The aims of this study were to verify the potential differences in prospective memory (PM) among young people, adults and the elderly; analyze the relationships between variables of comprehension and verbal fluency and PM; and finally, verify the existence of a relationship between self-reported health status and performance on PM. A cross- sectional design was used. The study involved 270 participants divided into three age groups: young people aged 18 to 28 years; adults 45 to 55, and seniors 60 to 80. Their comprehension and verbal fluency skills were assessed as well as their self-perceived health status. Subsequently, an experiment was carried out where participants were presented with paragraphs of three sentences on a computer screen and they had to recognize previously agreed words that would indicate their level of MP. The results established significant differences in prospective memory between adults and older people and between young people and the elderly. But no differences between youth and adults were found..The importance of verbal comprehension and verbal fluency in solving prospective memory experimental tasks was also significant. In addition, a better self-perception of well-being was linked to a higher performance in PM.

RENDIMENTO DA MEMÓRIA PROSPECTIVA EM IDOSOS, ADULTOS E JOVENS

The aims of this study were to verify the potential differences in prospective memory (PM) among young people, adults and the elderly; analyze the relationships between variables of comprehension and verbal fluency and PM; and finally, verify the existence of a relationship between self-reported health status and performance on PM. A cross- sectional design was used. The study involved 270 participants divided into three age groups: young people aged 18 to 28 years; adults 45 to 55, and seniors 60 to 80. Their comprehension and verbal fluency skills were assessed as well as their self-perceived health status. Subsequently, an experiment was carried out where participants were presented with paragraphs of three sentences on a computer screen and they had to recognize previously agreed words that would indicate their level of MP. The results established significant differences in prospective memory between adults and older people and between young people and the elderly. But no differences between youth and adults were found..The importance of verbal comprehension and verbal fluency in solving prospective memory experimental tasks was also significant. In addition, a better self-perception of well-being was linked to a higher performance in PM.