¿Qué habilidades prelectoras son promovidas en la educación peruana de acuerdo al tipo de gestión escolar?Un estudio con niños de cinco años de la ciudad de Lima

Abstract

Prereading skills have an important role in principal reading processes (lexical and semantic processes and letter identification) during the first stages of formal literacy, especially when it has intervened in preschool. For this reason, this study had the purpose to assess these skills (phonological, alphabet and metalinguistic knowledge as well as oral language and cognitive processes) in five-year-old children who attending to kindergarten in Lima city, considering the type of management (public or private). This distinction is justified on the grounds that while the public centre works with state curriculum, the private does from its own programme but under the general guidelines of Peruvian education. It started from the assumption that the emphasis on pedagogical intervention of these skills vary by the type of scholar management. It was applied the test Batería de Inicio a la Lectura (Sellés, Martínez, Vidal-Abarca & Gilabert, 2008) in two classrooms (corresponding to each kind of centre) with similar socioeconomic contexts (middle class). Despite being an important predictor, necessary to establish the sound-letter correspondence, it was observed very low scores in alphabetic knowledge in both centres. Another predictor like metalinguistic knowledge, whose interest is increasing in Spanish research, has received less attention from both managements. In relation to the other skills (phonological, oral language and cognitive processes) the private centre obtains better results. The findings suggest the importance to promote from classrooms a specific intervention on these predictors evaluated. Also, it requires an analysis of curriculum of each school management in order to unify one proposal, independent of administration style, from which it establishes pedagogical work in prereading skills.