<?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>S0120-34792025000100003</article-id>
<article-id pub-id-type="doi">10.25100/lenguaje.v53i1.14677</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Lectura y escritura: efecto de la edad de los niños y el tipo de palabra]]></article-title>
<article-title xml:lang="en"><![CDATA[Reading and spelling: effects of children&#8217;s age and type of Word]]></article-title>
<article-title xml:lang="fr"><![CDATA[Lecture et écriture : effet de l&#8217;âge des enfants et le type de mot]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferroni]]></surname>
<given-names><![CDATA[Marina]]></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[Ciudad Autónoma de Buenos Aires ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<volume>53</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-34792025000100003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-34792025000100003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-34792025000100003&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este trabajo se propuso describir el nivel de lectura y escritura de palabras con distinto tipo de dificultad (fonológica u ortográfica) en niños de escuelas públicas de Buenos Aires. Para ello, se administró una prueba de lectura y una de escritura de palabras a 313 niños de 1º, 2º y 3er grado. Los resultados señalaron que el desempeño de los niños se incrementa en un 20 % anual y que, en 1º, se obtuvieron mejores resultados en la escritura que en la lectura. Se observa, además, que los desempeños más bajos se obtuvieron en las palabras de ortografía y fonología compleja en la totalidad de la muestra y que los niños terminan el 3ergrado con un 70 % de aciertos en ambas pruebas. Se presentan los resultados aquí obtenidos en el marco de la discusión actual sobre los estándares educativos arrojados por pruebas nacionales e internacionales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This work aimed to describe reading and spelling of words with different types of difficulty (phonological or orthographic) skills in children from public schools in Buenos Aires. For that, reading and spelling skills were measured in 313 children in 1st, 2nd and 3rd grades. Results show that children's performance increases 20 % annually and that, in 1st grade, better results were obtained in spelling than in reading. It is also observed that the lowest performances were obtained in orthography and phonology complex words in the entire sample and that the children finish the 3rd grade with 70 % correct answers in both tests. Obtained results here are discussed within the framework of the current discussion on educational standards.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Resumé Ce travail visait à décrire le niveau de lecture et d'écriture de mots présentant différents types de difficultés (phonologiques ou orthographiques) chez des enfants des écoles publiques de Buenos Aires. Pour ce faire, on a fait passer un test de lecture et un test d'écriture de mots à 313 enfants de 1ère, 2ème et 3ème année. Les résultats ont indiqué que les performances des enfants augmentent de 20 % par an et qu'en première année, de meilleurs résultats sont obtenus en écriture qu'en lecture. On constate également que les performances les plus faibles ont été obtenues dans les mots à orthographe et phonologie complexes dans l'ensemble de l'échantillon et que les enfants terminent la 3ème année avec 70 % de réponses correctes aux deux tests. Les résultats obtenus ici sont présentés dans le cadre de la discussion actuelle sur les normes éducatives produites par les tests nationaux et internationaux.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[alfabetización]]></kwd>
<kwd lng="es"><![CDATA[calidad de la educación]]></kwd>
<kwd lng="es"><![CDATA[escritura]]></kwd>
<kwd lng="es"><![CDATA[lectura]]></kwd>
<kwd lng="es"><![CDATA[niños]]></kwd>
<kwd lng="en"><![CDATA[literacy]]></kwd>
<kwd lng="en"><![CDATA[educational standards]]></kwd>
<kwd lng="en"><![CDATA[spelling]]></kwd>
<kwd lng="en"><![CDATA[reading]]></kwd>
<kwd lng="en"><![CDATA[children]]></kwd>
<kwd lng="fr"><![CDATA[alphabétisation]]></kwd>
<kwd lng="fr"><![CDATA[qualité de l&#8217;éducation]]></kwd>
<kwd lng="fr"><![CDATA[écriture]]></kwd>
<kwd lng="fr"><![CDATA[lecture]]></kwd>
<kwd lng="fr"><![CDATA[enfants]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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