Bibliographic citations
Paucar, I., (2021). Conciencia fonológica y la lectoescritura en los estudiantes del primer grado de primaria de una Institución Pública de San Juan de Miraflores [Universidad Nacional de Educación Enrique Guzmán y Valle]. https://repositorio.une.edu.pe/handle/20.500.14039/5752
Paucar, I., Conciencia fonológica y la lectoescritura en los estudiantes del primer grado de primaria de una Institución Pública de San Juan de Miraflores []. PE: Universidad Nacional de Educación Enrique Guzmán y Valle; 2021. https://repositorio.une.edu.pe/handle/20.500.14039/5752
@mastersthesis{renati/1024296,
title = "Conciencia fonológica y la lectoescritura en los estudiantes del primer grado de primaria de una Institución Pública de San Juan de Miraflores",
author = "Paucar Rojas, Irene",
publisher = "Universidad Nacional de Educación Enrique Guzmán y Valle",
year = "2021"
}
In the present thesis entitled Phonological awareness and literacy in first grade students of a Public Institution of San Juan de Miraflores, the following general question was formulated: What relationship exists between phonological awareness and literacy learning in first grade primary school students from a public institution in San Juan de Miraflores? and the general objective was raised: To determine the relationship between phonological awareness and literacy learning in first grade students of a public institution in San Juan de Miraflores. Likewise, the general hypothesis was formulated: There is a significant relationship between phonological awareness and literacy learning in first grade students of a public institution in San Juan de Miraflores ”. This research is of a quantitative approach, of a non-experimental type, of a correlational-descriptive design. It is concluded that there is a significant relationship between phonological awareness and literacy learning in first grade students of a public institution in San Juan de Miraflores, highlighting the importance of the identification of syllables and phonemes, addition and omission of syllables and phonemes for the literacy process. In this way the proposed hypothesis is demonstrated.
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