Diseño de un cuestionario para medir las variables familiares que inciden en el aprendizaje de la lectura
Mabel Zapata Retamal – Universitat de València - ORCID
Pilar Sellés Nohales – Universidad Católica de Valencia - ORCID
Tomás Martínez Giménez – Universitat de València - ORCID
Resumen
El aprendizaje de la lectura se inicia con la adquisición de las habilidades precursoras de la lectura, las cuales se desarrollan principalmente en el seno familiar a través de un conjunto de experiencias lingüísticas y alfabetizadoras. Sin embargo, algunas familias no pueden facilitar estas experiencias, por lo que estos infantes podrían encontrarse en riesgo y experimentar más dificultades para aprender a leer. Actualmente, existen variados instrumentos para medir las variables familiares que inciden en la adquisición de las habilidades prelectoras, destacando los cuestionarios autoinformados, no obstante, tienen algunas limitaciones; como excesiva aquiescencia y deseabilidad social. Por tanto, es necesaria su actualización, para disponer de herramientas fiables, fáciles de aplicar e interpretar, pues estos cuestionarios resultan fundamentales para planificar acciones preventivas tempranas. Este trabajo tiene como objetivo dar respuesta a esta problemática; recopilando, integrando y elaborando un nuevo cuestionario autoinformado sobre las variables familiares que inciden en el aprendizaje de la lectura, tratando de minimizar los efectos de las limitaciones encontradas en otros estudios, basándose en una exhaustiva revisión de todas las variables y factores que han sido considerado relevantes en cuestionarios previos, citados en la literatura científica actual, el cual ha sido validado por un grupo de expertos en el área.
Palabras clave: Prácticas alfabetización
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