Lenguaje escrito en escolares fronterizos.

Abstract

INTRODUCTION: Written language requires a qualitative transformation in cognitive structures related to oral language. This occurs to the extent that words are associated with their pronunciation and the oral articulation of these, in one, through phonological awareness, which is considered a metalinguistic skill that consists in the awareness of any phonological unit of spoken language. The objective of this research is to determine what is the difference between written language skills in Colombians and Venezuelans enrolled in the Manuel Antonio institution. METHODS: For the development of this research, the Illinois Psycholinguistic Aptitude Test (ITPA-3) was used, as a statistical procedure the analysis of multiple correspondence, taking as sample a quantity of 154 individuals, among 77 Colombians, and 77 Venezuelans. RESULTS: Within the data shown, there is no significant difference between written language skills in the Colombian and Venezuelan population. ANALYSIS AND DISCUSSION: From the analysis of each of the variables, visual coding, sound coding, visual processing symbol quotient, soundsymbol processing quotient, word identification quotient, we observe that both Colombians and Venezuelans present the skills of written language above average, and average. CONCLUSIONS: evaluate psycholinguistic abilities in school learning; It allows a clear vision of how to detect the level of the different skills of the written language that the child is acquiring, the aspects of the language in which he may be presenting difficulty.