Abstract

There is resounding evidence of the existence of direct precursors of written language, most specifically phonological awareness, letter knowledge, vocabulary, and oral comprehension. The initial differences identified in the development of written language precursors are directly related to subsequent students’ academic trajectories. Socioeconomic status is a significant source of initial differences in performance, with discrepancies in the development of reading precursors favoring children from more affluent backgrounds. We assessed reading precursors in 176 Chilean children from different socioeconomic levels. Significant differences in performance were found, which tended to favor the higher socioeconomic groups for each precursor we tested. However, the developmental trajectories of skills were similar for phonological awareness, letter knowledge, vocabulary, and oral comprehension. A compensatory trajectory was observed only in the case of rapid naming. The problem arises from the need for educational systems to adapt to the specific needs of their students, in order to generate compensatory trajectories in all reading precursor skills and enable a decrease in the gaps in reading performance among children from different socioeconomic backgrounds.

摘要

有确凿的证据表明存在书面语言的直接前体，尤其是语音意识、字母知识、词汇和口语理解。在书面语言前体的发展中发现的最初差异与后续学生的学业轨迹直接相关。社会经济地位是表现初始差异的一个重要来源，阅读前体的发展差异有利于来自更富裕背景的儿童。我们评估了来自不同社会经济水平的 176 名智利儿童的阅读前兆。发现性能存在显着差异，这往往有利于我们测试的每个前体的较高社会经济群体。然而，语音意识的技能发展轨迹是相似的，字母知识、词汇和口语理解。仅在快速命名的情况下观察到补偿轨迹。问题源于教育系统需要适应学生的特定需求，以便在所有阅读前导技能中产生补偿轨迹，并缩小来自不同社会经济背景的儿童之间的阅读成绩差距。