Volume 19, No. 5, 2022

Relationship Between The Phonological Simplification Processes And Initial Reading In Children Of 4 And 5 Years Of Educational Institutions From Sincelejo, Sucre

Eliana Coneo Saavedra , Kyara Medina Mármol and Eustorgio Amed Salazar


This research objective was to determine the relationship between phonological simplification processes and initial reading skills. The study involved 99 children aged between 4 and 5 years from two educational institutions in Sincelejo city. For this, the Test to Evaluate Phonological Simplification Processes, Revised (TEPROSIF-R), and the Test for the Early Detection of Difficulties in Learning to Read and Write were applied. The results obtained showed that the most frequent process type in the total sample was that related to the syllable structure and the word (451) and to a lesser extent that of substitution (342) and assimilation (342). Consistent with this, in the initial reading a significant number of children reflected severe difficulties in phonological awareness skills (47.5% in syllable segmentation and 36.3% in phoneme identification) and phoneme discrimination (41.4%). From the results found, using Pearson's Chi Square, a theoretical relationship was obtained between phonological simplification processes and initial reading skills (p=0.000), and the effect magnitude was also calculated through the "Cramer's V", obtaining a "large effect" in this relationship.

Pages: 56-69

Keywords: Child development, reading, preschool, language, mental processes, discrimination, phonetics (Desc)

Full Text