<?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>S0123-12942019000300422</article-id>
<article-id pub-id-type="doi">10.5294/edu.2019.22.3.5</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Lectoescritura como sistema neurocognitivo]]></article-title>
<article-title xml:lang="en"><![CDATA[Literacy as a Neurocognitive System]]></article-title>
<article-title xml:lang="pt"><![CDATA[Lectoescrita como sistema neurocognitivo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gil]]></surname>
<given-names><![CDATA[José María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de Mar del Plata  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<volume>22</volume>
<numero>3</numero>
<fpage>422</fpage>
<lpage>447</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-12942019000300422&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-12942019000300422&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-12942019000300422&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Se realiza un análisis de la lectoescritura en general, de la conciencia fonológica, de los fundamentos de la neuroanatomía del lenguaje y de la dislexia. Gracias a ese análisis puede sugerirse que en torno al circuito del habla interna se configura otro circuito más amplio: el de la lectoescritura interna. A su vez, este circuito de la lectoescritura interna permite comprender que la conciencia fonológica involucra una serie de interconexiones entre cuatro sistemas: los de producción ortográfica y fonológica; y los de reconocimiento fonológico y ortográfico (con particular énfasis en los dos últimos sistemas, para el caso de la lectura sola); más la caracterización del sistema de la lectoescritura y de la conciencia fonológica en términos neurocognitivos. Ello sirve para sugerir que los docentes deberían seguir trabajando con rimas, adivinanzas y canciones. La razón es que todas ellas contribuyen decisivamente a la estimulación y al desarrollo de la conciencia fonológica, la cual, por su parte, resulta fundamental para el aprendizaje de la lectura.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Literacy in general, phonological awareness, the foundations of language neuroanatomy and dyslexia are analyzed. Accordingly, it can be suggested that a wider circuit is configured around the internal speech circuit: the internal literacy circuit. This internal literacy circuit allows us to understand that phonological awareness involves a series of interconnections among four systems: orthographic and phonological production; phonological and orthographic recognition (with special emphasis on the last two systems, in the case of reading alone); the characterization of the literacy system and phonological awareness in neurocognitive terms. This indicates that teachers should continue working with rhymes, riddles and songs because they contribute decisively to stimulating and developing phonological awareness, which is in turn fundamental to learning to read.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Realiza-se uma análise da lectoescrita em geral, da consciência fonológica, dos fundamentos da neuroanatomia da linguagem e da dislexia. A partir dessa análise, sugere-se que, em torno do circuito da fala interna, seja configurado outro circuito mais amplo: o circuito da lectoescrita interna. Este permite compreender que a consciência fonológica envolve interconexões entre quatro sistemas: a produção ortográfica e fonológica; o reconhecimento fonológico e ortográfico (com ênfase nos últimos dois sistemas, para o caso da leitura sozinha); a caracterização do sistema da lectoescrita e a caracterização da consciência fonológica em termos neurocognitivos. Isso serve para sugerir que os docentes devam continuar trabalhando com rimas, adivinhações e cantigas, já que isso contribui decisivamente para estimular e desenvolver a consciência fonológica, a qual, por sua vez, é fundamental para a aprendizagem da leitura.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje de la lectura]]></kwd>
<kwd lng="es"><![CDATA[cognición]]></kwd>
<kwd lng="es"><![CDATA[conciencia fonológica]]></kwd>
<kwd lng="es"><![CDATA[didáctica del lenguaje]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de la lectura]]></kwd>
<kwd lng="es"><![CDATA[fonética]]></kwd>
<kwd lng="es"><![CDATA[proceso cognitivo]]></kwd>
<kwd lng="en"><![CDATA[Reading learning]]></kwd>
<kwd lng="en"><![CDATA[cognition]]></kwd>
<kwd lng="en"><![CDATA[phonologic awareness]]></kwd>
<kwd lng="en"><![CDATA[language didactic]]></kwd>
<kwd lng="en"><![CDATA[reading teaching]]></kwd>
<kwd lng="en"><![CDATA[phonetics]]></kwd>
<kwd lng="en"><![CDATA[cognitive process]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de leitura]]></kwd>
<kwd lng="pt"><![CDATA[cognição]]></kwd>
<kwd lng="pt"><![CDATA[consciência fonológica;ensino de línguas]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem da leitura]]></kwd>
<kwd lng="pt"><![CDATA[fonética]]></kwd>
<kwd lng="pt"><![CDATA[processo cognitivo]]></kwd>
</kwd-group>
</article-meta>
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