{"id":137436,"date":"2026-01-12T17:05:34","date_gmt":"2026-01-12T17:05:34","guid":{"rendered":"https:\/\/www.deberes.net\/tesis\/sin-categoria\/el-desarrollo-de-la-lectura-durante-los-primeros-anos-de-escolarizacion\/"},"modified":"2026-01-12T17:05:34","modified_gmt":"2026-01-12T17:05:34","slug":"el-desarrollo-de-la-lectura-durante-los-primeros-anos-de-escolarizacion","status":"publish","type":"post","link":"https:\/\/www.deberes.net\/tesis\/linguistica\/el-desarrollo-de-la-lectura-durante-los-primeros-anos-de-escolarizacion\/","title":{"rendered":"El desarrollo de la lectura durante los primeros a\u00f1os de escolarizacion"},"content":{"rendered":"<h2>Tesis doctoral de <strong> Antonio  Francisco Maldonado Rico <\/strong><\/h2>\n<p>Despues de analizar el origen del cuadro de \u00abretraso especifico en lectura\u00bb, su incidencia y los posibles factores que contribuyen a su manifestacion, se compara a un grupo de 10 ni\u00f1os retrasados en lectura con otros grupos de alumnos mediante un dise\u00f1o de edad lectora equivalente, que incluye alumnos de diferente edad y nivel lector (n 50). Se analizo el rendimiento de los grupos de sujetos en tareas relativas a memoria a corto plazo (amplitud, codificacion y repaso), segmentacion de silabas y fonemas (mediante tareas de comparar, omitir e invertir segmentos), discriminacion auditiva y articulacion, reflexion sobre articulacion y reflexion sobre percepcion de semejanzas entre silabas. Los resultados muestran que solo existen diferencias entre los grupos en tareas que implican la reflexion sobre el habla (segmentacion fonemica, reflexion sobre percepcion y sobre articulacion). Se discuten los resultados a la luz de la distincion entre habilidades fonologicas y capacidad de analisis segmental.<\/p>\n<p>&nbsp;<\/p>\n<h3>Datos acad\u00e9micos de la tesis doctoral \u00ab<strong>El desarrollo de la lectura durante los primeros a\u00f1os de escolarizacion<\/strong>\u00ab<\/h3>\n<ul>\n<li><strong>T\u00edtulo de la tesis:<\/strong>\u00a0 El desarrollo de la lectura durante los primeros a\u00f1os de escolarizacion <\/li>\n<li><strong>Autor:<\/strong>\u00a0 Antonio  Francisco Maldonado Rico <\/li>\n<li><strong>Universidad:<\/strong>\u00a0 Aut\u00f3noma de Madrid<\/li>\n<li><strong>Fecha de lectura de la tesis:<\/strong>\u00a0 01\/01\/1991<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h3>Direcci\u00f3n y tribunal<\/h3>\n<ul>\n<li><strong>Director de la tesis<\/strong>\n<ul>\n<li>Pilar Soto Rodriguez<\/li>\n<\/ul>\n<\/li>\n<li><strong>Tribunal<\/strong>\n<ul>\n<li>Presidente del tribunal: Mar\u00eda  Eugenia (secretario) Sebastian Gascon <\/li>\n<li>Jes\u00fas Alegria Iscoa (vocal)<\/li>\n<li>Francisco Valle Arroyo (vocal)<\/li>\n<li>  (vocal)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Tesis doctoral de Antonio Francisco Maldonado Rico Despues de analizar el origen del cuadro de \u00abretraso especifico en lectura\u00bb, su [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center 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