Efectos de un sistema de reconocimiento de voz en la conciencia fonológica y las habilidades de lectura de niños preescolares españoles || Effects of a voice recognition system on phonological awareness and reading skills in Spanish preschool children

María-Luz Fernández-Amado, Alejandro Tuñas-García, Manuel Peralbo-Uzquiano, María A. Mayor-Cinca, Begoña Zubiauz de Pedro, Manuel García-Fernández
2016 Revista de Estudios e Investigación en Psicología y Educación  
The main aim of this research is to analyse the effects of a Voice Recognition System (VRS) used for improving phonological awareness and reading skills of preschool children. A quasi-experimental pre/post-test design with non-equivalent control group was used in third year of preschool education. The pupils (n=18) were randomly assigned to an experimental or control group. The experimental group received seven training sessions on the use of VRS. The pre/post-test evaluation of phonological
more » ... of phonological awareness and reading skills was carried out by LolEva, a test in a software format (Peralbo et al., 2015) . Our results show a significant improvement in the experimental group in connection with phonemic and syllabic awareness. Improvements were also observed, although not statistically significant, in reading skills.
doi:10.17979/reipe.2016.3.2.1903 fatcat:4ytkv433ffehpnz7bsylfubcf4