Abstract
The objective was to determine the relationship between phonological awareness and reading comprehension in the students of the second grade of Primary Education of regular basic education. Basic type study, correlational level, nonexperimental design, cross-sectional and the method was hypothetical deductive, the sample consisted of 126 second grade students selected by simple random probability sampling, for the data collection two questionnaires were used, for phonological awareness, the Linguistic Segmentation Test and for reading comprehension, the Battery Reading Process Test. Data analysis was performed with the Rho Spearman correlation coefficient, concluding that phonological awareness is significantly related to reading comprehension in second grade students of regular basic education (r = 0.721; p <0.05).
| Original language | English |
|---|---|
| Pages (from-to) | 415-424 |
| Number of pages | 10 |
| Journal | International Journal of Early Childhood Special Education |
| Volume | 12 |
| Issue number | 1 |
| DOIs | |
| State | Published - 1 Jan 2020 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 4 Quality Education
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