Phonological strategies for reading comprehension

Abstract

Phonological awareness is fundamental in the development of everything related to communication, in order to determine the meanings that result after oral expression. This phonological awareness must be differentiated from phonetic awareness, which ultimately refers to the sounds themselves which are countable in the languages of the world. To mediate classroom processes around phonological awareness, a strategy has been implemented based on reading a poem aloud in which some sounds of the Spanish language that produce meanings based on intonation, rhythm and articulation can be appreciated. by the reading teacher who will have the task of achieving a comprehensive goal in the students when reading a lyrical text. The type of research is field since the strategies were applied to students in the 2nd Parallel Grade “A” of Basic General Education – Elementary Sublevel of the Canadian Educational Unit; The sample was 11 students from the aforementioned institution. The study was located in the positivist paradigm with a quantitative approach due to data management; Due to this, the results were verified allowing the researchers to analyze real data obtained at school. Since a pre-test and a post-test were applied, it is concluded that the research design was experimental of a pre-experimental type for the sake of its cause and effect variables.