<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1405-6666</journal-id>
<journal-title><![CDATA[Revista mexicana de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[RMIE]]></abbrev-journal-title>
<issn>1405-6666</issn>
<publisher>
<publisher-name><![CDATA[Consejo Mexicano de Investigación Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1405-66662022000300723</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Conciencia prosódica acentual y comprensión lectora en niñas(os) con TDL en etapa de alfabetización inicial]]></article-title>
<article-title xml:lang="en"><![CDATA[Children's Prosodic Stress Awareness and Reading Comprehension during Early Literacy]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Torres-Bustos]]></surname>
<given-names><![CDATA[Valeska]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Riffo-Ocares]]></surname>
<given-names><![CDATA[Bernardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sáez-Carrillo]]></surname>
<given-names><![CDATA[Katia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Concepción  ]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Concepción Facultad de Humanidades y Arte Departamento de Español]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Concepción Facultad de Ciencias Físicas y Matemáticas Departamento de Estadística]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2022</year>
</pub-date>
<volume>27</volume>
<numero>94</numero>
<fpage>723</fpage>
<lpage>749</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1405-66662022000300723&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1405-66662022000300723&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1405-66662022000300723&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Esta investigación se propone determinar si existe relación entre la conciencia prosódica (CP) y la comprensión lectora (CL) en una etapa de alfabetización inicial en niñas(os) con trastorno de desarrollo del lenguaje (TDL), y qué papel desempeña en dicha relación la variable TDL. Se realizó un estudio no experimental, transeccional y correlacional. Participaron 76 estudiantes de segundo grado de educación primaria, 26 diagnosticados con TDL y 50 presentaban desarrollo normal del lenguaje. Se aplicó una prueba de CL y dos de CP. Los resultados muestran diferencias significativas entre ambos grupos en el rendimiento en CL y CP acentual. Se encontró correlación significativa entre la CP de acento métrico y la CL. La variable CP del acento métrico, en conjunto con la variable TDL, predicen el rendimiento en comprensión lectora.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This research aims to determine if a relationship exists between prosodic awareness and reading comprehension during the initial literacy of children who have a developmental language disorder. The study also proposes to define the role that developmental language disorders play in this relationship. A non-experimental, cross-sectional, and correlational study was carried out with 76 second graders: 26 diagnosed with a developmental language disorder and 50 with normal language development. The children were given a reading comprehension test and two tests of prosodic awareness. The results show significant differences between the two groups in reading comprehension and prosodic stress awareness, and a significant correlation between prosodic stress awareness and reading comprehension. The prosodic stress awareness variable together with the variable of developmental language disorder predict performance in reading comprehension.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[alfabetización]]></kwd>
<kwd lng="es"><![CDATA[comprensión de lectura]]></kwd>
<kwd lng="es"><![CDATA[problemas de lenguaje]]></kwd>
<kwd lng="en"><![CDATA[literacy]]></kwd>
<kwd lng="en"><![CDATA[reading comprehension]]></kwd>
<kwd lng="en"><![CDATA[language problems]]></kwd>
</kwd-group>
</article-meta>
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