La fluidez lectora en los primeros grados: relación entre habilidades de decodificación, características textuales y comprensión. Un estudio piloto con niños hablantes de español.

DE MIER, MARIELA VANESA; BORZONE, ANA MARÍA; CUPANI, MARCOS

Revista Neuropsicología Latinoamericana

Sociedad Latinoamericana de Neuropsicología

Lugar: Bogotá; Año: 2012 vol. 4 p. 18 - 33

2075-9479

The purpose of this study was to examine the relationship between letter naming, isolated word recognition, word reading in text, and reading comprehension, which are all considered critical variables for reading fluency. The analysis of the variation of this relationship in the earliest years of primary school was undertaken.It may be assumed that, if comprehension is evaluated with a complex text, the accurate and rapid word reading might not be enough for comprehension because this process requires another kind of operations and knowledge that children could not possess.In order to explore the relationships between text features and decoding abilities, Spanish speaking children were tested in second, third, and fourth grades. They were assessed in letter naming, isolated word reading, word reading in texts and comprehension of narrative and expository texts.The results of this study show a difference among groups in all the variables: children´s performance increased throughout the school years. In fourth grade, children reached the highest scores in word reading in texts. The performance of 2nd and 3rd grade groups in decoding task was lower, between 40% and 60% of the total score. Although there were no differences in the amount of words read in one minute between narrative and expository texts, there were differences in comprehension: even though the performance is generally low, it was higher in narrative texts than in expository texts. These findings could indicate that both accurate and rapid word recognition skills could only explain part of the variation in reading comprehension which might be affected by text variables.