Influencia de los predictores tempranos en el desarrollo de la lectura y escritura en los primeros años de escolaridad

Abstract

Reading and writing are crucial skills that allows accessing to the knowledge that comes from the sociocultural context wherein each individual operates, hence, an early stimulation of the predictors that enhance their learning is essential. This monographic work is located in the field of education, specifically the area of Language and Literature. The purpose of this study was to bibliographically determine the importance of stimulating early reading and writing predictors during the first years of schooling. Thus, a documentary research was carried out that consisted of a permanent literature review on the different variables of the study and their relationship, to continue with the analysis of the information obtained from the literature review and the synthesis of the most relevant information. The conclusions of the study indicate that phonological awareness, naming speed, and alphabetic knowledge are the most prominent predictors of a successful learning to read and write, so their stimulation is essential before and during the first years of schooling. Furthermore, it is found that phonological awareness is the most studied predictor in the literature.