Volume 19, No. 5, 2022
Phonological Awareness And Early Reading In Children With And Without The Phonological Disorder
Katia Lucia Zambrano Ruiz , Marinella Álvarez Borrero and Jhon J. Feria Díaz
Abstract
This quantitative study with a single non-experimental correlational group design was aimed at determining the relationship between phonological awareness and the initial reading level in children with and without the phonological disorder, through the application of standardized linguistic segmentation assessment tests. -PSL by Jiménez and Ortíz (2014) and initial reading-EGRA (adapted from Jiménez, 2009) in 60 students, 30 children sample with phonological simplification processes, and 30 students without the phonological disorder with 5 years and 9 months mean age in a public educational institution from the department of Sucre - Colombia. For data coding and processing, the statistical program EZAnalyze 2.5, a complement to Microsoft Excel 19.0 was used. At the phonological awareness level, the results indicate that there is a high difference of .00 on average, this is evidenced by the means and standard deviation of 46.07 (20.54) in children without phonological disorder and 27.27 (19.91) with phonological simplification processes. Likewise, a highly significant difference is found in most of the phonological awareness dimensions. However, in the reading comprehension task, it does not intervene in the reading acquisition because it is statistically above .05 (.14). The general findings established a p= .000 indicating an occurrence high probability of correlation, given the value of r= between .407 and .836 of moderate and high in the different tests, establishing a directly proportional relationship between the variables. Therefore, it is concluded that phonological development awareness affects the initial stage of reading in children with and without phonological disorders.
Pages: 43-55
Keywords: Phonological disorder, Phonological Awareness, Initial Reading.