Citas bibligráficas
Cuenca, M., Da, A. (2023). La relación entre la conciencia fonológica y el vocabulario en niños de edad preescolar [Tesis, Universidad Peruana de Ciencias Aplicadas (UPC)]. http://hdl.handle.net/10757/669092
Cuenca, M., Da, A. La relación entre la conciencia fonológica y el vocabulario en niños de edad preescolar [Tesis]. PE: Universidad Peruana de Ciencias Aplicadas (UPC); 2023. http://hdl.handle.net/10757/669092
@misc{renati/407725,
title = "La relación entre la conciencia fonológica y el vocabulario en niños de edad preescolar",
author = "Da Silva Rodríguez, Alexia Belén",
publisher = "Universidad Peruana de Ciencias Aplicadas (UPC)",
year = "2023"
}
The aim of this study was to analyze the relationship between phonological awareness and vocabulary in preschool children. Vocabulary refers to the set of words a person has in a language (RAE, 2021). Phonological awareness is defined as the ability to manipulate or identify the structure of the sounds of oral language (Lonigan, 2007). Several studies have shown the relationship between the two as predictors of literacy. In other languages, the relationship between vocabulary and phonological awareness has been studied, in addition to the impact of vocabulary on phonological awareness (causality). Also, other studies have shown that when children acquire new vocabulary, they develop phonological awareness and are aware of the structure of words (Ruston & Schwanenflugel, 2010). This has not been studied in Spanish. It is important to study its relationship, for its implications in theory and practice. This could promote the inquiry on the way in which both act as predictors of literacy so that children can increase their ability to exercise phoneme segmentation and improve decoding processes that will carry them, in the future, to read and write. In this cross-sectional study, 72 preschool children (average age = 59.63 months, SD= 3.35) were evaluated individually using two instruments to measure their vocabulary and phonological awareness skills. A Pearson correlation analysis showed that vocabulary and phonological awareness have a statistically significant relationship, r(72) = .38, p < .01, which remains significant even after controlling for age (r(69)=.36, p=.002), gender (r(69)= .39, p = .01) and both (r(68)=.37, p=.002). These results provide evidence that supports the hypothesis that vocabulary and phonological awareness are closely related. It also raises questions about their importance to develop literacy skills in Spanish.
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