READING SKILLS AND PHONOLOGICAL AWARENESS IN BASIC EDUCATION

Abstract

The purpose of this study was to establish the relationship between phonological awareness and the development of reading skills in Basic Education students. With a mixed approach, exploratory scope, quasi-experimental design, correlational, transversal, field type, a population of 207 elementary Basic Education students from several public schools in the city of Riobamba, quantitative, direct observation was used as a research technique, participant, structured and as an instrument a checklist where phonological awareness and reading skills were examined. The results indicate that a little more than a third of the group studied presents immaturity both in the development of phonological awareness and in reading skills and after the intervention this measure decreases by up to more than twenty points. Therefore, the study concludes that there is a direct relationship between phonological awareness and the scope of reading skills in elementary Basic Education students