Incidencia de la lectura de cuentos infantiles en el lenguaje oral en niños de educación inicial

Abstract

Reading children's stories is an effective strategy to stimulate oral language development in early childhood. In response to the problem identified regarding the lack of oral language stimulation in children at home and at school, which prevents them from using it in its instrumental, informative, imaginative, and personal functions, this study aims to explain the importance of reading children's stories for the development of oral language in preschool children through an intervention aimed at stimulating it. This intervention was carried out in 21 sessions with 19 children, 13 boys and 6 girls of preschool II, from an urban educational center in Cuenca-Ecuador. The hybrid approach study corresponds to a pre-experimental design, with pre-and post-test, based on applying the Oral Language Test Navarra PLON-R, by Aguinaga et al. (2005), with a Cronbach's alpha of 0.77 reliability. The results show positive effects of the intervention and confirm high positive correlations (Pearson correlation = 0.896) between story reading and oral language development. It is concluded that guided story reading contributes significantly to language acquisition in its different functions since the children achieved progress in their ability to handle the linguistic units.