<?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>0120-3479</journal-id>
<journal-title><![CDATA[Lenguaje]]></journal-title>
<abbrev-journal-title><![CDATA[Leng.]]></abbrev-journal-title>
<issn>0120-3479</issn>
<publisher>
<publisher-name><![CDATA[Universidad del Valle, Escuela de Ciencias del Lenguaje]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-34792023000100007</article-id>
<article-id pub-id-type="doi">10.25100/lenguaje.v51i1.11618</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Niveles de competencia prelectora en niños de nivel inicial de distintos entornos socioeconómicos]]></article-title>
<article-title xml:lang="en"><![CDATA[Levels of pre-reading proficiency in preschool children from different socioeconomic backgrounds]]></article-title>
<article-title xml:lang="fr"><![CDATA[Les niveaux de compétence en pré-lecture chez les enfants d'âge préscolaire issus de différents milieux socio-économiques]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Canales Jara]]></surname>
<given-names><![CDATA[Yanina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Porta]]></surname>
<given-names><![CDATA[María Elsa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Difabio]]></surname>
<given-names><![CDATA[Hilda Emilia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Consejo Nacional de Investigaciones Científicas y Técnicas  ]]></institution>
<addr-line><![CDATA[Mendoza ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Consejo Nacional de Investigaciones Científicas y Técnicas  ]]></institution>
<addr-line><![CDATA[Mendoza ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Consejo Nacional de Investigaciones Científicas y Técnicas  ]]></institution>
<addr-line><![CDATA[Mendoza ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<volume>51</volume>
<numero>1</numero>
<fpage>187</fpage>
<lpage>223</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-34792023000100007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-34792023000100007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-34792023000100007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Existen diferencias en el nivel de habilidades lingüísticas durante el proceso de alfabetización de niños provenientes de distintos contextos que impactan en la comprensión lectora. Conforme al modelo de la visión simple de la lectura (VSL), una buena comprensión lectora es el producto de dos habilidades: la comprensión lingüística y la decodificación eficaz de las palabras. El objetivo del presente estudio fue evaluar habilidades lingüísticas consideradas precursoras de la lectura a fin de establecer niveles de competencia prelectora y de identificar escolares en riesgo prelector en 170 niños de jardín de infantes urbano (U) y urbano-marginales (UM). Se distinguieron 4 perfiles: buenos prelectores, prelectores con pobre decodificación, prelectores con pobre comprensión del lenguaje y prelectores con doble déficit. El mayor porcentaje se ubica en el conglomerado de prelectores con doble déficit y prelectores con pobre decodificación. En la distribución por zona de emplazamiento escolar, el porcentaje de prelectores con doble déficit en zonas UM asciende al doble sugiriendo que el contexto acentúa el riesgo prelector.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Il existe des différences dans le niveau des compétences linguistiques au cours du processus d'alphabétisation des enfants issus de milieux différents. Celles-ci ont un impact sur la compréhension de la lecture. Selon le modèle Simple View of Reading (SLR), une bonne compréhension de la lecture est le produit de deux compétences: la compréhension linguistique et le décodage efficace des mots. L'objectif était d'évaluer les compétences linguistiques considérées comme des précurseurs de la lecture afin d'établir les niveaux de compétence de pré-lecture et d'identifier les écoliers à risque de pré-lecture chez 170 enfants de maternelle urbains (U) et urbains-marginalisés (UM). Quatre profils ont été identifiés: les bons pré-lecteurs, les pré-lecteurs avec un mauvais décodage, les pré-lecteurs avec une mauvaise compréhension du langage et les pré-lecteurs avec un double déficit. Le pourcentage le plus élevé a été constaté dans le groupe des pré-lecteurs présentant un double déficit et des pré-lecteurs présentant un mauvais décodage. Dans la distribution par zone, le pourcentage de pré-lecteurs présentant un double déficit dans les zones UM est deux fois plus élevé, ce qui suggère que le contexte accentue le risque des pré-lecteurs.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[comprensión lingüística]]></kwd>
<kwd lng="es"><![CDATA[decodificación]]></kwd>
<kwd lng="es"><![CDATA[habilidades lingüísticas]]></kwd>
<kwd lng="es"><![CDATA[lectura]]></kwd>
<kwd lng="es"><![CDATA[jardín de infantes]]></kwd>
<kwd lng="es"><![CDATA[detección]]></kwd>
<kwd lng="en"><![CDATA[language comprehension]]></kwd>
<kwd lng="en"><![CDATA[decoding]]></kwd>
<kwd lng="en"><![CDATA[language skills]]></kwd>
<kwd lng="en"><![CDATA[reading]]></kwd>
<kwd lng="en"><![CDATA[kindergarten]]></kwd>
<kwd lng="en"><![CDATA[screening]]></kwd>
<kwd lng="fr"><![CDATA[compréhension linguistique]]></kwd>
<kwd lng="fr"><![CDATA[décodage]]></kwd>
<kwd lng="fr"><![CDATA[compétences linguistiques]]></kwd>
<kwd lng="fr"><![CDATA[lecture]]></kwd>
<kwd lng="fr"><![CDATA[jardin d'enfants]]></kwd>
<kwd lng="fr"><![CDATA[détection]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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