<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-1294</journal-id>
<journal-title><![CDATA[Educación y Educadores]]></journal-title>
<abbrev-journal-title><![CDATA[educ.educ.]]></abbrev-journal-title>
<issn>0123-1294</issn>
<publisher>
<publisher-name><![CDATA[Universidad de La Sabana]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-12942017000200175</article-id>
<article-id pub-id-type="doi">10.5294/edu.2017.20.2.1</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La conciencia fonológica en contextos educativos y terapéuticos: efectos sobre el aprendizaje de la lectura]]></article-title>
<article-title xml:lang="en"><![CDATA[Phonological Awareness in Educational and Therapeutic Contexts: Effects on Learning to Read]]></article-title>
<article-title xml:lang="pt"><![CDATA[A consciência fonológica em contextos educativos e terapêuticos: efeitos sobre a aprendizagem da leitura]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sastre-Gómez]]></surname>
<given-names><![CDATA[Luz Viviana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Celis-Leal]]></surname>
<given-names><![CDATA[Nancy Mireya]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Torre]]></surname>
<given-names><![CDATA[Juan David Roa-De la]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Luengas-Monroy]]></surname>
<given-names><![CDATA[Christian Felipe]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Politécnico Grancolombiano  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Politécnico Grancolombiano  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Politécnico Grancolombiano  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Politécnico Grancolombiano  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2017</year>
</pub-date>
<volume>20</volume>
<numero>2</numero>
<fpage>175</fpage>
<lpage>190</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-12942017000200175&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-12942017000200175&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-12942017000200175&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El aprendizaje de la lectura supone el desarrollo previo de una serie de habilidades, que van permitiendo a los niños la construcción y ganancia de destrezas en diferentes dimensiones hacia la consecución del progreso de sus procesos cognitivos. Entre ellas, se encuentra la conciencia fonológica, variable de mayor relevancia en cuanto al desarrollo lector se refiere. La eficiencia de dicho mecanismo se relaciona directamente con el éxito en la alfabetización; las dificultades tanto para aprender a leer como para la lectura en sí misma históricamente se han asociado a un déficit en el componente fonológico del lenguaje. El presente artículo evidencia las distintas maneras en que tanto el contexto pedagógico como el terapéutico han generado estrategias facilitadoras que influyen en el normal desarrollo de las habilidades prelectoras y de adquisición de la lectoescritura.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Learning to read implies the prior development of a series of skills that allow children to build and gain abilities in different dimensions that contribute towards progress in their cognitive processes. One of these skills is phonological awareness, which is a particularly relevant variable as far as the reader&#8217;s development is concerned. The efficiency of this mechanism is related directly to success in becoming literate. The difficulties in learning to read, and in reading itself, have been associated historically with a deficit in the phonological component of language. This article shows the different ways in which educational and therapeutic contexts have helped to generate facilitating strategies that influence the normal development of pre-reading skills and those for becoming literate.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A aprendizagem da leitura representa o desenvolvimento prévio de uma série de habilidades, permitindo que as crianças construam e tirem proveito de capacidades em diferentes dimensões rumo ao progresso dos seus processos cognitivos. Entre elas, encontra-se a consciência fonológica, variável de maior relevância referente ao desenvolvimento leitor. A eficiência desse mecanismo se relaciona diretamente com o sucesso na alfabetização; as dificuldades tanto para aprender a ler como para a leitura em si têm-se associado historicamente a um déficit no componente fonológico da linguagem. O presente artigo evidencia as diferentes maneiras em que, tanto no contexto pedagógico quanto no terapêutico, foram criadas estratégias facilitadoras que influem no desenvolvimento normal das habilidades pré-leitoras e de aquisição da alfabetização.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Conciencia fonológica]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de la lectura y la escritura]]></kwd>
<kwd lng="es"><![CDATA[educación escolar]]></kwd>
<kwd lng="es"><![CDATA[educación especial]]></kwd>
<kwd lng="es"><![CDATA[terapia del lenguaje]]></kwd>
<kwd lng="en"><![CDATA[Phonological awareness]]></kwd>
<kwd lng="en"><![CDATA[teaching reading and writing]]></kwd>
<kwd lng="en"><![CDATA[school education]]></kwd>
<kwd lng="en"><![CDATA[special education]]></kwd>
<kwd lng="en"><![CDATA[speech therapy]]></kwd>
<kwd lng="pt"><![CDATA[Consciência fonológica]]></kwd>
<kwd lng="pt"><![CDATA[ensino de leitura e escrita]]></kwd>
<kwd lng="pt"><![CDATA[educação escolar]]></kwd>
<kwd lng="pt"><![CDATA[educação especial]]></kwd>
<kwd lng="pt"><![CDATA[terapia da linguagem (Fonte: Tesauro da Unesco).]]></kwd>
</kwd-group>
</article-meta>
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