MI PRIMER DÍA EN LA ESCUELA PRIMARIA Y... ¿YA SÉ LEER?

Abstract

Traditionally it has been believed that children were required to possess several perceptive abilities which have constituted the central axle for work at school during long years, leaving aside methalinguistic abilities, essential according to fresh investigations. To begin reading and writing learning is necessary to develop, previously, oral language, so that deficiencies will not interfere in written language. It would be, as well, necessary the training in phonological conscience. To teach children this instrumental ability, different methods have been used, that have marked the age to begin this learning, always inside a replete quantity of opposing opinions. The beginning of school brings about an important lexical enrichment that, in turn, will facilitate reading and writing learning. But, on the other hand, the beginning of school can stress linguistic differences between children from high and low socio-cultural environments. This makes too much patent the necessity to carry out an early intervention that avoid or mitigate these social differences, so that disadvantageous students will have the same academic opportunities as their other partners.