Efectos de la intervención en conciencia morfológica sobre la lectura, escritura y comprensión: Meta-análisis

Autores/as

  • Mercedes I. Rueda-Sánchez Universidad de Salamanca
  • Patricia López-Bastida Departamento de Psicología Evolutiva y de la Educación. Universidad de Salamanca
DOI: https://doi.org/10.6018/analesps.32.1.196261
Palabras clave: Meta-análisis, conciencia morfológica, lectura, escritura, vocabulario, dificultades, entrenamiento.

Resumen

El objetivo es comprobar, mediante meta-análisis, el impacto de las intervenciones en conciencia morfológica sobre, la lectura, escritura, comprensión y vocabulario de los escolares. Se han incluido en el meta-análisis 31 estudios, obtenidos de 19 artículos que cumplen los criterios de selección.  La instrucción en conciencia morfológica tiene un tamaño del efecto medio alto y significativo en las variables de alfabetización estudiadas. En lectura, g=0.473, SE=0.096, CI=0.284 a 0.662, p=.000, escritura, g= 0.491, SE=0.078, CI=0.339 a 0.643, p= .000, comprensión, g=0.468, SE=0.123, CI=0.227 a 0.708, p=.000 y vocabulario, g=0.501, SE=0.152, CI=0.203 a 0.798, p=.001. El test de heterogeneidad Q resulta significativo sólo en escritura, por lo que fueron exploradas otras variables moderadoras, no encontrando diferencias entre los grupos. Se demuestra que el entrenamiento en conciencia morfológica tiene un impacto importante en la lectura, vocabulario y comprensión de los escolares sin y con dificultades lectoras. Mientras que en escritura los resultados son más heterogéneos.

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Biografía del autor/a

Mercedes I. Rueda-Sánchez, Universidad de Salamanca

Dra. en Psicología, profesora titular del Departamento de Psicología Evolutiva y de la Educación. Facultad de Psicológia de la Universidad de Salmanca.

Patricia López-Bastida, Departamento de Psicología Evolutiva y de la Educación. Universidad de Salamanca

Licenciada en Psicología

Master estudios avanzado sobre el Lenguaje, la Comunicación y sus Patologías

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Publicado
25-12-2015
Cómo citar
Rueda-Sánchez, M. I., & López-Bastida, P. (2015). Efectos de la intervención en conciencia morfológica sobre la lectura, escritura y comprensión: Meta-análisis. Anales de Psicología / Annals of Psychology, 32(1), 60-71. https://doi.org/10.6018/analesps.32.1.196261
Número
Sección
Psicología evolutiva y de la educación