Promoción de la prosodia en la lectura: efectos de una intervención sistemática
DOI:
https://doi.org/10.5007/2175-795X.2025.e104339Palabras clave:
Prosodia, Fluidez lectora, Intervención sistemáticaResumen
Promover las habilidades de lectura presenta un desafío para los sistemas educativos, especialmente durante períodos de pérdida significativa de aprendizaje, como ocurrió después de la pandemia de COVID-19. Entre las habilidades de lectura esenciales, la fluidez lectora es fundamental para construir significado a partir del texto. Sin embargo, la prosodia, un componente clave de la fluidez lectora, ha sido poco investigada, particularmente entre los estudiantes en riesgo de tener dificultades de lectura. Este estudio tuvo como objetivo evaluar el impacto de una intervención en la competencia prosódica en estudiantes en riesgo. Llevamos a cabo un ensayo controlado aleatorio con dos grupos: un grupo de intervención (N=67) y un grupo de control (N=80). La intervención incluyó estrategias como lectura modelo, exploración de palabras desafiantes, lectura eco y autoevaluación y evaluación entre pares. Ambos grupos fueron evaluados antes y después de la intervención. Los resultados no mostraron diferencias estadísticamente significativas en la prosodia entre los dos grupos después de la intervención, aunque el grupo experimental demostró una mejora más notable. Estos resultados subrayan la necesidad de reconsiderar la duración y las estrategias de las intervenciones dirigidas a mejorar las habilidades de prosodia.
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Derechos de autor 2025 Joana Cruz, Bruna Rodrigues, Diana Alves, Irene Cadime
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