PHONOLOGIC CONSCIENCE IN THE CONVENTIONAL LEARNING OF READING IN A GROUP OF 5-8 YEARS OLD CHILDREN

Abstract

Objective: to assess the phonologic conscience level of children from first grade at Institución Educativa Rural José Antonio Galán, sedes Bajo Corinto y Maracas, as pre-requisite for the conventional reading learning. Methodology: investigation of quantitative approach with descriptive design, through the EGRA test (Early Grade Reading Assessment) that allows assessing the command of fundamental competences for conventional reading learning. Findings: it has been possible to determinate how low levels of development of phonologic conscience are related to the conventional reading acquisition process obtained by each person. Conclusions: the level of development of phonologic conscience in most of the evaluated population is syllabic. It is necessary to give continuity from the psychology area to the inquiry in this context for the emergence situations in the population and identified problematic from relational dynamics.