Teaching the alphabetic code from the phonological path

Authors

  • Soledad Mena Universidad Andina Simón Bolívar. Quito, Ecuador.

DOI:

https://doi.org/10.32719/26312816.2020.3.1.1

Keywords:

Phoneme, Grapheme, Alphabetic code, Phonological path, From orality to writing

Abstract

When a person is learning the phoneme-grapheme relationship, s/he is not learning to read or write; s/he is learning the alphabetic code. Learning the alphabetic code is valued by teachers, which is why this proposal is constructed as an alternative to nonsense teaching of the syllabic method. This proposal takes advantage of the characteristic of transparency that the Spanish language has. This proposal guides the students to manipulate the phonemes that make up the words to propose graphing hypotheses through the development of phonological awareness. This device is an alternative for the mechanical and associationist teaching of the alphabetic code.

Downloads

Download data is not yet available.

Author Biography

Soledad Mena, Universidad Andina Simón Bolívar. Quito, Ecuador.

Graduate in Sociology and Educational Sciences, Université Nanterre, Paris 10; Master in Educational Management,  Simón Bolívar Andean University, Ecuador. Doctoral Candidate in Teacher Training, San Luis de Potosí National Pedagogical University, Mexico.

References

Bernstein, B. (1989). Clases, códigos y control. Estudios teóricos para una sociología del lenguaje. Madrid: Akal.

Calderón, G., Carrillo, M., y Rodríguez, M. (2006). La conciencia fonológica y el nivel de escritura silábico: un estudio conniños preescolares. Límite. Revista Interdisciplinaria de Filosofía y Psicología, 1(13),81-100.

Carrillo, S., y Marín, J. (1992). Desarrollo metafonológico y adquisición de la lectura. Madrid: Ministerio de Educación.

Chauveau, G. (2006). Les Conditions d’une ècole efficace en ZEP. Mettre la Pedagogie au Centre. Conferencia en Journée nationale OZP, 13 de mayo 2006.

Chauveau, G. (2007). Elementos para una pedagogía exitosa. En G. Chauveau, M. Carriazo y E. Fabara, Memorias del III Congreso Internacional de Lectura y Escritura, Quito UASB, 15-27.

Condemarín, M. (1989). Lectura temprana(Jardín Infantil y Primer grado). Santiago: Andrés Bello. Emin, J. C. y Oeuvrard F. (2006). Las zonas de educación prioritaria. En B. Toulemonde Le système èducatif en France. París: La documentation française.

Graesser, A. C., Hoffman, N. L., y Clark, L. F. (1980). Structural components of reading time. Journal of Verbal Learning & Verbal Behavior, 19(2), 135–151. doi.org/10.1016/S0022-5371(80)90132-2

Salgado, H. (2000). Cómo enseñamos a leer y a escribir. Buenos Aires: Editorial Magisterio del Río de la Plata.

Snow, C. y Burns, S. (1998). Preventing Reading Difficulties in Young Children. Departament of Education, Washinton.

Vygotsky, L. S. (1979). El Desarrollo de los procesos psicológicos superiores. Barcelona: Crítica.

Revista Andina de Educación 3(1)

Downloads

Published

2020-04-12

How to Cite

Mena, S. (2020). Teaching the alphabetic code from the phonological path. Andean Journal of Education, 3(1), 2–7. https://doi.org/10.32719/26312816.2020.3.1.1

Issue

Vol. 3 No. 1 (2020): Revista Andina de Educación 3(1) (noviembre, 2019-abril, 2020)

Section

Research

License

Copyright (c) 2020 Soledad Mena

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

The authors who publish in this journal accept the following conditions:
1. The authors retain the copyright and assign to the Andean Journal of Education the right of the first publication, with the work registered with the attribution license for non-commercial use of Creative Commons, which allows third parties to use what is published provided they mention the authorship of the work and the first publication in this journal.
2. Authors may make other independent and additional contractual arrangements for non-exclusive distribution of the version of the article published in this journal (eg, include it in an institutional repository or publish it in a book) provided they clearly state that the work was published for the first time in the Andean Journal of Education.
Métricas alternativas