Characteristics of best pedagogical practices for literacy in kindergarten and early basic education
Keywords:
initial literacy, pedagogical practices, initial reading and writing, teaching literacy, motivation to readingAbstract
This article is the result of a research project focused on the study of the teaching practices of literacy in
schools with optimum results located in vulnerable areas of the city of Santiago. In order to investigate the
characteristics of these initial literacy practices, we identified the substantial elements of the pedagogical actions carried out in classrooms of two schools in highly vulnerable areas in the transitional level and first grades of early basic education, with positive results in the tests applied by the Education Quality Measurement System (Sistema de Medición de la Calidad de la Educación, SIMCE). In addition, in order to further explore the senses involved in the practices, we investigated the meanings given by teachers during the initial literacy processes. The findings are aimed at answering this question: how do reading and writing teachers with successful SIMCE results teach? The results are a contribution to the knowledge of literacy teaching practices, approaching them from within the classrooms located in contexts.
Downloads
References
Block, C. C., Oakar, M., y Hurt, N. (2002). The expertise of literacy teachers: A continuum from preschool to Grade 5
.Reading Research Quarterly, 37(2), 178-206.
Clemente, M., Ramírez, E., y Sánchez, M. C. (2010). Theoretical approaches and teaching practices in early literacy instruction. Cultura y Educación, 22(3), 313-328.
Dabbs, J. M., Jr. (1982), Making things visible. E. J. van Maanen (Ed.), Varieties of Qualitative Research (pp. 31-63). Beverly Hills, CA, Sage.
Defior, S. (1996). Una clasificación de las tareas utilizadas en la evaluación de las habilidades fonológicas y algunas ideas para su mejora. Infancia y Aprendizaje, 19(73), 49-63.
Eyzaguirre, B. y Fontaine, L (2008). Las escuelas que tenemos. Santiago de Chile: CEP Centro de Estudios Públicos.
García, F. y Doménech, F. (2002). Motivación, aprendizaje y rendimiento escolar. Docencia, 16, 24-36. Recuperado de http://www.revistadocencia.cl/new/wp-content/pdf/20100728164200.pdf
Glaser, B. y Strauss, A. (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research. Nueva York: Aldine Publishing Company.
González, X. A., Buisán, C. y Sánchez, S. (2009). Teacher’s practices for teaching literacy. Infancia y Aprendizaje, 32(2), 153-169.
Guo, Y., Kaderavek, J. N., Piasta, S. B., Justice, L. M., y Mc-Ginty, A. (2011). Preschool Teachers’ Sense of Community, Instructional Quality, and Children’s Language and Literacy Gains. Early Education and Development, 2(2), 206-233.
Healy, A. (2009). The literacy wars: Why teaching children to read and write is a battleground in Australia. Australian Educational Researcher, 36, 143-143.
Junta Nacional de Auxilio Escolar y Becas (JUNAEB) (s. f). IVE. Recuperado de http://www.junaeb.cl/ive
Lam, J. W. I., Cheung, W. M. y Lam, R. Y. H. (2009). Learning to read. The reading performance of Hong Kong primary students compared with that in developed countries around the world in PIRLS 2001 and 2006. Chinese Education and Society, 42(3), 6-32.
Lau, K. L., y Chan, D. W. (2003). Reading strategy use and motivation among Chinese good and poor readers in Hong Kong. Journal of Research in Reading, 26(2),
-190.
Lee, O., Deaktor, R. A., Hart, J. E., Cuevas, P., y Enders, C. (2005). An instructional intervention’s impact on the science and literacy achievement of culturally and linguistically diverse elementary students. Journal of Research in Science Teaching, 42(8), 857-887.
Lee, Y. J., Lee, J., Han, M. y Schickedanz, J. A. (2011). Comparison of preschoolers’ narratives, the classroom book environment, and teacher attitudes toward literacy practices in Korea and the United States. Early Education and Development, 22(2), 234-255.
Medina, A. (2006). Enseñar a leer y a escribir: ¿en qué conceptos fundamentar las prácticas docentes? Psykhe, 15(2), 45-55. Recuperado de http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-22282006000200005
Ministerio de Educación (MINEDUC) (2003). Marco parala buena enseñanza. Santiago de Chile, Centro de Perfeccionamiento, Experimentación e Investigaciones Pedagógicas (CPEIP).
Moscovici, S. (1981). On social representations. En J. P. Forgas (Ed.), Social Cognition Perspectives on Everyday Knowledge (pp. 181-209). Londres: Academic Press.
Murillo, F.J. (Coord.) (2003). La investigación sobre eficacia escolar en Iberoamérica. Revisión internacional del estado de la cuestión. Bogotá: Convenio Andrés Bello.
Organización para la Cooperación y Desarrollo Económico (OCDE) (2008). Education at a Glance 2008: OECD Indicators. París, Organisation for Economic Co-operation and Development (OECD) Publishing.
Pérez, G. (1994). Investigación cualitativa: retos e interrogantes I. Métodos II. Técnicas de análisis de datos. Madrid: Muralla S. A.
Rodríguez, G., y García, J. (1996). Metodología de la investigación cualitativa. Granada: Aljibe.
Shulman, L. S. (2005). Conocimiento y enseñanza: fundamentos de la nueva reforma. Profesorado. Revista de Currículum y Formación de Profesorado, 9(2). Recuperado de http://www.redalyc.org/articulo.oa?id=56790202
Smith, F., Hardman, F., Wall, K., y Mroz, M. (2004). Interactive whole class teaching in the National Literacy and Numercy Strategies. British Educational Research Journal, 30(3), 395-411.
Taylor, B. M., Pearson, P. D., Clark, K., y Walpole, S. (2000). Effective schools and accomplished teachers: Lessons about primary-grade reading instruction in low-income schools. Elementary School Journal, 101(2), 121-165.
Taylor, B. M., Pearson, P. D., Peterson, D. S, y Rodríguez, M. C. (2003). Reading growth in high-poverty classrooms: The influence of teacher practices that encourage cognitive engagement in literacy learning. Elementary School Journal, 104(1), 3-28.
Ukrainetz, T. A., Cooney, M. H., Dyer, S. K., Kysar, A. J., y Harris, T. J. (2000). An investigation into teaching phonemic awareness through shared reading and writing. Early Childhood Research Quarterly, 15(3), 331-355.
Downloads
Published
How to Cite
Issue
Section
License
Esta obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0 Internacional
