Enseñanza-aprendizaje del lenguaje escrito y desarrollo del lenguaje oral en Educación Infantil y Primaria: un estudio longitudinal

The objective of this study is verify and analyze the influence of the instruction-learning of the written language in the oral language development through the program of psychoeducational intervention, with the purpose of fomenting systematically the psycholinguistic development and prioritizing the act reader and writer in the school curriculum from early ages. The sample is formed by 106 students belonging half-low sociocultural zones, with normal intelligence and without handicaps physical, psychic and/or sensorial, who are evaluating from beginning 2° level of preschool (four year old) to finish of first level of primary education (six-seven years old). The design is longitudinal with measured pretest-postest (four testing) and intervention phases (three phases), with a study variable (oral language) and two groups of subjects (experimental and control group). The obtained results show, in the one hand, better scores in the oral language to long it of all evaluations in the trained group with the intervention program of the written language what in the group that was applied the official curricular objectives. And the other hand, a greater advance in the experimental group is verified and that this advance is greater whatever more periods of intervention have received the subjects. These results demonstrate the effectiveness to short and long term of the instruction in written language from early ages, already that with it improve the oral language development.