La identificación de barreras para el aprendizaje de la lectura entre alumnado de riesgo desde una perspectiva integrada

This paper analyzes some of the most important barriers which do not allow the right access to reading learning. From a sample of 36 preschool pupils, only 11 with language difficulties were chosen for this study. These 11 pupils belonged to low-income families. The use of qualitative and standardized tools allowed us to look for psycholinguistic aspects and practice patterns. Results showed a teaching style based mainly on the curriculum, with interactive inflexible patterns; their parents used non-symbolic talks and they did not use interactive strategies in book reading either; the pupils showed striking delay in language and speaking as well as deficit in narrative and phonological awareness tasks.