Investigación en instrucción de vocabulario de preescolares en contextos de riesgo socioeconómico: una revisión de literatura
No. 1 (2020-03-01)Autor/a(es/as)
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Paulina Pizarro Laborda1Universidad Diego Portales, Santiago, Chile (paulina.pizarro@udp.cl) ORCID ID: 0000-0002-8360-2845
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Victoria Espinoza Velasco2Pontificia Universidad Católica de Chile, Santiago, Chile (victoriaespinoza@uc.cl) ORCID ID: 0000-0001-9462-1139
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Angélica Riquelme Arredondo3Universidad Católica Silva Henríquez, Santiago, Chile (ariquelme@ucsh.cl) ORCID ID: 0000-0003-2007-5600
Resumen
Esta revisión de literatura analiza 32 artículos científicos sobre prácticas de vocabulario en preescolares en contextos de riesgo socioeconómico. En una búsqueda en la base de datos Web of Science, y por “bola de nieve”, se intentó responder tres preguntas: ¿el nivel inicial de vocabulario de los párvulos tiene impacto en su vocabulario, al recibir prácticas de instrucción de vocabulario?; ¿cómo se ha evaluado el léxico en preescolares?, y, por último, ¿se ha explorado el efecto de la frecuencia del uso de palabras nuevas y su impacto en el vocabulario de párvulos? Los resultados manifiestan que el nivel de vocabulario inicial de los párvulos tendría un impacto en su nivel final de vocabulario, así como este tiene múltiples facetas de evaluación. Finalmente, la frecuencia de la enseñanza de una palabra ocurre al menos mediante una lectura de cuentos, en conjunto con algunas prácticas de instrucción explícita de vocabulario.
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