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Journal for the Study of Education and Development
Infancia y Aprendizaje
Volume 30, 2007 - Issue 1
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Original Articles

Intervención educativa en conciencia fonológica en niños prelectores de lengua materna española y tamazight. Comparación de dos programas de entrenamiento

Educational intervention in phonological awareness in preliterate children with Spanish and Tamazight as first language: Comparison of two training programmes

Lucía HerreraUniversidad de GranadaCorrespondence[email protected]
,
Sylvia DefiorUniversidad de Granada
&
Oswaldo LorenzoUniversidad de Granada
Pages 39-54 | Published online: 23 Jan 2014

Citations (8)

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Read on this site (4)

Alfredo Bautista, Jerry Yeung, Morgan Lisa Mclaren & Beatriz Ilari. (2022) Music in early childhood teacher education: raising awareness of a worrisome reality and proposing strategies to move forward. Arts Education Policy Review 0:0, pages 1-11.
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Céu Teixeira & Rui A. Alves. (2015) Development and evaluation of a Portuguese early literacy programme / Desarrollo y evaluación de un programa portugués de alfabetización temprana. Culture and Education 27:2, pages 271-300.
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Sylvia Defior & Francisca Serrano. (2014) Diachronic and synchronic aspects of Spanish: the relationship with literacy acquisition / Aspectos diacrónicos y sincrónicos del español: relación con la adquisición del lenguaje escrito. Studies in Psychology 35:3, pages 450-475.
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Xosé-Antón González, Carmen Buisán & Susana Sánchez. (2009) Las prácticas docentes para enseñar a leer y a escribir. Journal for the Study of Education and Development 32:2, pages 153-169.
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Articles from other publishers (4)

Ana Oliva-Maza, Natalia Ayuso-Escuer, Teresa Coma-Rosello & Enrique F. Torres-Moreno. (2021) Mystery of the Runaway Letrabytes: Inclusive Assessment of Phonological Awareness With Tangible Gamification. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje 16:4, pages 424-432.
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Sylvia Defior & Francisca Serrano. 2017. Learning to Read across Languages and Writing Systems. Learning to Read across Languages and Writing Systems.
Iris Xóchitl Galicia Moyeda, Francisco Javier Robles Ojeda & Alejandra Sánchez Velasco. (2015) Efectos de actividades fonológicas en el vocabulario, las habilidades psicolingüísticas y los procesos lectores de niños de primer grado.. Acta Colombiana de Psicología 18:2, pages 29-40.
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Lucia Herrera Torres & Iván Bravo Antonio. (2012) Predictive value of social skills in living together at primary school. Analysis in a cultural diversity context. Journal of New Approaches in Educational Research 1:1, pages 13-21.
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