Promoción del alfabetismo inicial y prevención de las dificultades en Ia lectura: Una experiencia pedagógica en el aula de preescolar

In this study we compared three intervention strategies to promote initial literacy in preschool classrooms. Strategies included techniques that are recognized universally to increase emergent literacy skills and experimental strategies that have been demonstrated to improve these skills. Such study was developed from a study at the University of Georgia called PAVED for success. There were 126 participants -57 girls and 69 boys- between the ages of 4 years and 4 years 9 months attending 4 preschool program in Bogotá. One class from each program was selected and each class was assigned one of four interventions designed to improve initial literacy. To evaluate the intervention, emergent literacy measures were given to the children and the teachers. The instruments evaluate phonological awareness, linguistic development, letter knowledge and affective relations between the children and the teachers (PLS-3, test of phonological awareness, name of the letter, among others). The results indicate that the group with the most interventions, universal practices and experimental, had the hig-hest scores in measures of initial literacy when compared with other groups at the end of the study.