Resumo

PASCUAL LACAL, María Rocío; MADRID, Dolores  e  ESTRADA-VIDAL, Ligia Isabel. Predominant factors in beginning reading. RMIE [online]. 2018, vol.23, n.79, pp.1121-1147. ISSN 1405-6666.

The objective of this study is to identify the factors that are predominant in beginning reading, in order to offer suggestions to professionals in education. Three sociodemographic variables and the Battery of Introduction to Reading (phonological awareness, alphabetical awareness, metalinguistic awareness, linguistic skills, and cognitive processes) determined the reading level of 677 five- and six-year-olds. A correlation analysis of these factors measured fifteen tasks, as well as a difference of means by gender, type of school, and context. A high correlation was found among the five factors, as well as learning differences in favor of the girls (only in articulation), private schools, and urban contexts.

Palavras-chave : early childhood education; beginning reading; literacy; factorial analysis.

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