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Efecto del trabajo cooperativo en el aprendizaje de la escritura mediante la implicación familiar
(Servicio de Publicaciones de la Universidad de Navarra, 2020) Gutierrez-Fresneda, R. (Raul); De-Vicente-Yagüe-Jara, I.M. (Isabel María); Jiménez-Pérez, E. (Elena)
Certain skills such as lexical wealth, phonological processing, alphabet knowledge and speed of naming are important precursors of writing learning at an early age as they show a high correlation with the initial learning of written language. However, there are no studies aiming at analyzing the impact that the development of these skills has on the process of acquiring writing through family participation. The objective of this study was to analyze the effect that the intervention of a program focused on the development of the skills that favor the learning of writing through family involvement by means of the organization of cooperative groups has on the learning of writing at a young age. A quasi-experimental study was used to compare compliance of groups pre-test and post-test. The study involved 386 students between the ages of fi ve and six years old. The results support the effectiveness of family collaboration in accessing the writing system. It is suggested the implementation of teaching models that integrate the development of skills that facilitate the learning of writing through cooperative dynamics with family participation encouraged.