ISSN-L: 0798-1015   •   eISSN: 2739-0071 (En línea)

Vol. 46 (Nº 03) Año 2025. Art. 32

Recibido/Received: 10/02/2025 • Aprobado/Approuved: 16/04/2025 • Publicado/Published: 30/05/2025
DOI: 10.48082/espacios-a25v46n03p32

La eficacia del método fonético en el programa «Leo, juego y aprendo»

The effectiveness of the phonetic method in the program 'I read, play and learn'

HERRERA, Mariano 1
ALVAREZ, Erika E.
GARCÍA, Eglé
ROSE, Oscar I.

Resumen
El artículo analiza la eficacia del método fonético en el programa "Leo, juego y aprendo" diseñado para mejorar habilidades lectoras de niños en contextos vulnerables. Se implementó en 309 escuelas en Venezuela durante dos años escolares consecutivos. Se utilizaron encuestas a docentes y pruebas EGRA. Se obtuvo un aumento del 51% en comprensión lectora y 25% en fluidez. El 84% de los docentes reportaron mejoras significativas, concluyendo que el programa tiene un impacto positivo en lectura y escritura.
Palabras clave: Método fonético, habilidades lectoras, educación en contextos vulnerables

Abstract
The article analyzes the effectiveness of the phonetic method in the “Leo, juego y aprendo” program designed to improve reading skills of children in vulnerable contexts. It was implemented in 309 schools in Venezuela over two consecutive school years. Surveys of teachers and EGRA tests were used. A 51% increase in reading comprehension and a 25% increase in fluency were obtained. 84% of the teachers reported significant improvements, concluding that the program has a positive impact on reading and writing.
Key words: Phonetic method, Reading skills, Education in vulnerable contexts

ARTÍCULO COMPLETO/FULL ARTICLE

Referencias

Bravo, L., Villalón, M., & Orellana, E. (2006). Predictive value of phonological awareness in early reading. Journal of Educational Psychology, 98(3), 489-503.

Burgess, S., & Pande, R. (2005). Do rural banks matter? Evidence from the Indian social banking experiment. American Economic Review, 95(3), 780-795.

Carnevale, A. P., Smith, N., & Strohl, J. (2011). Help wanted: Projections of jobs and education requirements through 2018. Georgetown University, Center on Education and the Workforce.

Coelli, M., Tabasso, D. (2019). Where are the returns to lifelong learning?. Empir Econ 57, 205–237 https://doi.org/10.1007/s00181-018-1433-8

Cotto, E. I., & Del Valle, M. (2018). The phonological-comprehensive method: A contribution to teaching and learning literacy in Spanish. Estudios pedagógicos (Valdivia), 48(2), 327-345.

Dehaene, S. (2019). Aprender a leer, de las ciencias cognitivas del aula. Siglo XXI Editora Iberoamericana. Buenos aires

Diario Libre. (2023). ¿Por qué no funciona método global para enseñar a leer? Diario Libre. Retrieved from https://www.diariolibre.com/actualidad/educacion/2023/06/15/por-que-no-funciona-metodo-global-para-ensenar-a-leer/2345047

Ehri, L. C. (2014). Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning. Scientific Studies of Reading, 18(1), 21-36.

Ehri, L. C., Nunes, S. R., Stahl, S. A., & Willows, D. M. (2001). Systematic phonics instruction helps students learn to read: Evidence from the National Reading Panel’s meta-analysis.

Fortell AI (2024). Unimet Survey. Ver anexo.

Fundación Carvajal (2024). Informe final de resultados. Pruebas EGRA – Venezuela.

Hatcher, P. J., Hulme, C., & Ellis, A. W. (1994). Ameliorating early reading failure by integrating the teaching of reading and phonological skills: The phonological linkage hypothesis. Child development, 65(1), 41-57.

Johnston, R. S., & Watson, J. E. (2005). The effects of synthetic phonics teaching on reading and spelling attainment: A seven-year longitudinal study. Scottish Executive Education Department. 

LLECE-UNESCO (2015). Informe de resultados TERCE: logros de aprendizaje. unesdoc.unesco.org/in/rest/annotationSVC/DownloadWatermarkedAttachment/attach_import_72147d27-1642-483c-b866-1f800acb03c7?_=243532spa.pdf&to=167&from=1

McGuinness, D. (2004). Early reading instruction: What science really tells us about how to teach reading. MIT Press.

National Institute for Literacy (2008). Developing Early Literacy: Report of the National Early Literacy Panel. Jessup, MD: National Center for Family Literacy.

National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). National Institute of Child Health and Human Development.

Piasta, S. B., Connor, C. M., Fishman, B. J., & Morrison, F. J. (2012). Teachers’ knowledge of literacy concepts, classroom practices, and student reading growth. Scientific Studies of Reading, 13(3), 224-248. 

Sánchez-Rivero, R., & Fidalgo, R. (2020). La enseñanza de la conciencia fonológica en la Educación Infantil: un estudio observacional. Revista de Psicología y Educación, 15(2), 184-200.

Snowling, M. J., & Hulme, C. (2011). Evidence-based interventions for reading and language difficulties: Creating a virtuous circle.* British Journal of Educational Psychology, 81(1), 1-23. 

UCAB (2020): Encuesta Nacional de Condiciones de Vidahttps://www.proyectoencovi.com/encovi-2019

UNESCO Institute for Statistics (2021). Pandemic-related disruptions to schooling and impacts on learning proficiency indicators: A focus on the early grades. Pandemic-related disruptions to schooling and impacts on learning proficiency indicators: A focus on the early grades.

1. Universidad Metropolitana. mherrerap@unimet.edu.ve