Browsing by Author "Coloma, Carmen Julia"

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    Conciencia fonológica y lectura inicial en niños hispanoparlantes
    (2017) Maldonado Novoa, Marcela del Pilar; Coloma, Carmen Julia; Pontificia Universidad Católica de Chile. Facultad de Educación
    El presente estudio tiene por propósito determinar el grado de correlación existente entre las tareas de conciencia del fonema sobre el aprendizaje de la lectura inicial en niños que cursan primer año de educación básica. La muestra fue conformada por 50 estudiantes (M edad= 6,2 años, DE= 0,51), divididos en 21 mujeres (42%) y 29 hombres (58%), los cuales fueron extraídos por muestreo aleatorio estratificado de 40 dependencias escolares de Santiago, Chile. Los participantes fueron evaluados en la conciencia fonológica, en su nivel fonémico, mediante la Prueba de Conciencia Fonológica, la lectura inicial, por el subtest de palabras aisladas de Language Survey-Revised (versión en español). Se efectuaron análisis de coeficiente de correlación y regresión lineal múltiple. Las tareas de comparar el sonido inicial, omisión del sonido inicial, aislar el sonido inicial, segmentación y síntesis fonémica son las que presentan mayor fuerza de asociación con la lectura inicial. La tarea de comparación del sonido final aparece como la relación más alta y la única que predice el nivel de lectura de los niños a finales de primer año básico.
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    Development of linguistic and reading skills and their relationship to the comprehension of narrative and expository texts in second and third grade students
    (2024) Quezada Gaponov, Camilo; Aravena Reyes, María Soledad; Maldonado, Marcela; Coloma, Carmen Julia
    The aim of the present study was to examine reading comprehension in relation to the linguistic and reading skills commonly observed in the literature: prosody, vocabulary, grammar, listening comprehension, accuracy, and reading speed. Specifically, we sought to 1) determine how the selected language and reading skills influence text comprehension; 2) determine whether this influence varies when comparing second and third grade students; and 3) observe whether the influence of the selected skills differs depending on genre (narrative or expository text). The final sample consisted of 297 second and third graders (136 and 161, respectively) from two private schools in Santiago, Chile. The results showed that the influence of the assessed skills on reading comprehension varied according to school level (smaller effect in second grade) and text type (smaller effect for narrative texts). In general, vocabulary and listening comprehension were the two skills with the greatest influence on reading comprehension. No relevant effect of reading accuracy or speed on comprehension was observed. It is concluded that once a certain level of basic literacy is reached, the skills that most influence reading comprehension are linguistic skills, and that these show a consolidation in the third grade that may be related to cognitive maturation.
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    Do Children With Developmental Language Disorder Activate Scene Knowledge to Guide Visual Attention? Effect of Object-Scene Inconsistencies on Gaze Allocation
    (2022) Helo, Andrea; Guerra, Ernesto; Coloma, Carmen Julia; Aravena-Bravo, Paulina; Rama, Pia
    Our visual environment is highly predictable in terms of where and in which locations objects can be found. Based on visual experience, children extract rules about visual scene configurations, allowing them to generate scene knowledge. Similarly, children extract the linguistic rules from relatively predictable linguistic contexts. It has been proposed that the capacity of extracting rules from both domains might share some underlying cognitive mechanisms. In the present study, we investigated the link between language and scene knowledge development. To do so, we assessed whether preschool children (age range = 5;4-6;6) with Developmental Language Disorder (DLD), who present several difficulties in the linguistic domain, are equally attracted to object-scene inconsistencies in a visual free-viewing task in comparison with age-matched children with Typical Language Development (TLD). All children explored visual scenes containing semantic (e.g., soap on a breakfast table), syntactic (e.g., bread on the chair back), or both inconsistencies (e.g., soap on the chair back). Since scene knowledge interacts with image properties (i.e., saliency) to guide gaze allocation during visual exploration from the early stages of development, we also included the objects' saliency rank in the analysis. The results showed that children with DLD were less attracted to semantic and syntactic inconsistencies than children with TLD. In addition, saliency modulated syntactic effect only in the group of children with TLD. Our findings indicate that children with DLD do not activate scene knowledge to guide visual attention as efficiently as children with TLD, especially at the syntactic level, suggesting a link between scene knowledge and language development.