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Estrategias metodológicas para el fortalecimiento de la conciencia fonológica en los niños de tercer grado

Year: 2026
Type: paratext
Abstract: The primary objective of this study was to propose a methodological strategy based on a playful and multisensory approach that strengthens phonological awareness among third-grade students at the “Fernando de Aragón” Educational Unit. It is grounded in evidence recognizing phonological awareness as a fundamental skill for learning to read and write. It employs a mixed-methods approach and a descriptive-propositional design; a diagnostic test was administered to 26 students, and a literature review was conducted. The results showed favorable performance in most phonological skills; however, difficulties were identified in the discrimination of initial sounds and narrative sequencing—areas that require reinforcement. In response to these needs, the strategy “Playing with Sounds and Words” was designed, based on playful, phonological, and participatory activities aimed at improving auditory discrimination, syllabic awareness, and phonemic awareness. The methodological strategy was validated through two Delphi rounds with six experts, achieving 100% consensus and a final rating of 4.91/5, confirming its relevance, feasibility, and methodological quality. This study proposes a methodological strategy focused on strengthening phonological awareness and contributing to the development of literacy skills in third-grade students.
DOI: 10.51736/sa1207
Language: Spanish
Field: Psychology
Open Access status: diamond
OpenAlex ID: W7214538313
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