Resumen

CANALES JARA, Yanina; PORTA, María Elsa  y  DIFABIO, Hilda Emilia. Levels of pre-reading proficiency in preschool children from different socioeconomic backgrounds. Leng. [online]. 2023, vol.51, n.1, pp.187-223.  Epub 30-Ene-2023. ISSN 0120-3479.  https://doi.org/10.25100/lenguaje.v51i1.11618.

During initial literacy, it has been found that differences in the level of linguistic skills in children from different contexts affect their reading comprehension achievement. According to the model simple view of reading, reading comprehension is the result of linguistic comprehension skills and effective word decoding. To establish pre-reading proficiency levels the linguistic skills considered precursors of reading of 170 urban (U) and urban-marginalized (UM) kindergarten children were assessed in an attempt to predict the risk of presenting reading difficulties. The results of the assessment allowed the researchers to describe four profiles, namely: good prereaders, prereaders with poor decoding skills, prereaders with poor comprehension skills and prereaders with doble deficit. The two most frequent profiles are those of prereaders with double deficit and good prereaders. When the socioeconomic background is considered, the percentage of prereaders with double deficit rises twice as much in UM zones, suggesting that the context increases the risk of presenting reading difficulties.

Palabras clave : language comprehension; decoding; language skills; reading; kindergarten; screening.

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