<?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>1794-4724</journal-id>
<journal-title><![CDATA[Avances en Psicología Latinoamericana]]></journal-title>
<abbrev-journal-title><![CDATA[Av. Psicol. Latinoam.]]></abbrev-journal-title>
<issn>1794-4724</issn>
<publisher>
<publisher-name><![CDATA[Universidad del Rosario]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1794-47242020000200053</article-id>
<article-id pub-id-type="doi">10.12804/revistas.urosario.edu.co/apl/a.7704</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Nivel de conciencia fonológica en estudiantes con funcionamiento intelectual limítrofe]]></article-title>
<article-title xml:lang="en"><![CDATA[Level of Phonological Awareness in Students with Borderline Intellectual Functioning]]></article-title>
<article-title xml:lang="pt"><![CDATA[Nível de consciência fonológica em estudantes com funcionamento intelectual limítrofe]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Muñoz-Oyarce]]></surname>
<given-names><![CDATA[María Francisca]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Monzalve-Macaya]]></surname>
<given-names><![CDATA[Manuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almonacid-Fierro]]></surname>
<given-names><![CDATA[Alejandro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Merellano-Navarro]]></surname>
<given-names><![CDATA[Eugenio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica del Maule  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica del Maule  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma de Chile  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2020</year>
</pub-date>
<volume>38</volume>
<numero>2</numero>
<fpage>53</fpage>
<lpage>66</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1794-47242020000200053&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1794-47242020000200053&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1794-47242020000200053&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La conciencia fonológica aparece en la literatura como uno de los mayores predictores del aprendizaje y, consecuentemente, como uno de los mecanismos fundamentales para alcanzar el dominio de la lectura. Aunque existe un amplio cuerpo de investigación en este ámbito, hay escasos estudios que muestren cómo estas habilidades fonológicas se desarrollan en estudiantes con características intelectuales o cognitivas atípicas. El presente estudio tiene por objetivo caracterizar el nivel de habilidades de conciencia fonológica en estudiantes con funcionamiento intelectual limítrofe atendidos en Programas de Integración Escolar, a través de la aplicación de la Prueba de Evaluación de Conciencia Fonológica. Los participantes fueron 37 estudiantes con diagnóstico de función intelectual limítrofe, que cursaban entre primer y tercer año de educación primaria, con diagnóstico de función intelectual limítrofe. Los resultados muestran un descenso heterogéneo importante en el desarrollo de las habilidades fonológicas evaluadas, lo que preliminarmente indicaría un alto grado de riesgo en la adquisición de nuevos aprendizajes, así como también en la proyección y avance académico de los estudiantes. Adicionalmente, se discuten las implicancias para la práctica pedagógica, política y futuras investigaciones en este ámbito.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Current literature shows phonological awareness is one of the best reading learning predictors and, consequently, one of the core skills to develop reading. Although there is a large body of research in this area, there are few studies that show how these phonological skills develop in students with atypical intellectual or cognitive characteristics. The objective of this study is to characterize the level of phonological awareness skill in students with borderline intellectual functioning attending School Integration Programs. To assess the level of phonological awareness, the Phonological Awareness Test was used. The participants were 37 students in the first to third years of primary education with a diagnosis of borderline intellectual functioning. The results showed an important heterogeneous decrease in the development of the phonological skills assessed, which indicates a high degree of risk in the acquisition of reading, as well as in the projection and academic progress of these students. The implications for practice, policies, and future research in this area are discussed.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A consciência fonológica aparece dentro da literatura como um dos maiores preditores da aprendizagem e consequentemente, como um dos mecanismos fundamentais para alcançar o domínio da leitura. Ainda que existe um amplo corpo de pesquisa neste âmbito, existem escassos estudos que mostram como estas habilidades fonológicas se desenvolvem em estudantes com características intelectuais e/ou cognitivas atípicas. O presente estudo tem por objetivo caracterizar o nível de habilidade de Consciência Fonológica em estudantes com Funcionamento Intelectual Limítrofe atendidos em Programas de Integração Escolar, através da aplicação da Prova de Avaliação de Consciência Fonológica. Os participantes foram 37 estudantes que estavam entre primeiro e terceiro ano de ensino básico com diagnóstico de Função Intelectual Limítrofe. Os resultados mostram um descenso heterogêneo importante no desenvolvimento das habilidades fonológicas avaliadas, o que preliminarmente indicaria um alto grau de risco na aquisição de novas aprendizagens assim como também na projeção e avanço acadêmico dos estudantes. As implicâncias para a prática pedagógica, política e futuras pesquisas neste âmbito são discutidas.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[conciencia fonológica]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[escolarización]]></kwd>
<kwd lng="en"><![CDATA[Phonological awareness learning]]></kwd>
<kwd lng="en"><![CDATA[schooling]]></kwd>
<kwd lng="pt"><![CDATA[consciência fonológica]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[escolarização]]></kwd>
</kwd-group>
</article-meta>
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