Fortalecimiento del aprendizaje lector en grado transición a través de la fonación y el acompañamiento familiar en el colegio Gimfa

Abstract

Strengthening reading skills in the transition grade through the development of phonation abilities and family involvement is essential for the cognitive development and holistic growth of preschool-aged children. This project, titled “Strengthening Reading Skills in Transition Grade through Phonation and Family Support at Colegio GIMFA”, aimed to analyze how phonological awareness and active family participation can enhance the early reading process in children at this educational level. Using a qualitative approach and the action-research methodology, techniques such as participant observation and interviews with teachers and parents were employed. These tools allowed for a deep understanding of the experiences, perceptions, and dynamics that influence the development of phonological and reading skills in young learners.The findings highlight the importance of fostering phonological awareness as a foundation for reading acquisition, as well as the crucial role families play in this process. It is recommended that both teachers and parents design and implement playful and meaningful activities that introduce children to reading and writing in a fun, engaging, and developmentally appropriate way. This study made a significant contribution to pedagogical practice by promoting innovative teaching strategies that incorporate phonation as a key resource in early literacy. It also emphasizes the need to build collaborative relationships between school and family, recognizing that reading development in early childhood is a shared process enriched by the commitment of all educational stakeholders.