<?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>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672017000200529</article-id>
<article-id pub-id-type="doi">10.23913/ride.v8i15.309</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Influencia de un entrenamiento en discriminación de estímulos tonales en la conciencia fonológica de niños preescolares. Estudio piloto]]></article-title>
<article-title xml:lang="en"><![CDATA[Influence of tonal stimuli discrimination in the phonologic awareness of preschool children. Pilot study]]></article-title>
<article-title xml:lang="pt"><![CDATA[Influência de um treinamento em discriminação de estímulos tonais na consciência fonológica de pré-escolares. Estudo piloto]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Galicia Moyeda]]></surname>
<given-names><![CDATA[Iris Xóchitl]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Estudios Superiores Iztacala ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>8</volume>
<numero>15</numero>
<fpage>529</fpage>
<lpage>547</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672017000200529&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672017000200529&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672017000200529&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Los problemas de lectura están fuertemente asociados con el desarrollo del procesamiento fonológico y en particular con la conciencia fonológica. En el procesamiento fonológico esta involucrado el procesamiento de propiedades tonales y temporales de estímulos auditivos de carácter verbal y no-verbal. Este trabajo explora, por medio de un muestreo intencional, los efectos de un entrenamiento en discriminación de propiedades tonales de estímulos musicales en la conciencia fonológica de 28 niños de tercer grado de preescolar. Se aplicó una Batería de Conciencia Fonológica y la prueba Primary Measures of Music Audiation antes y después del entrenamiento. Posterior a la primera aplicación de los instrumentos, los participantes fueron asignados azarosamente a dos grupos: control y experimental. Los resultados revelaron que el grupo que recibió el entrenamiento tuvo mejores puntuaciones de manera significativa solo en dos tareas de la conciencia fonológica: identificación de sílaba inicial e identificación de la rima, sugiriendo que los efectos del entrenamiento tonal no son contundentes en la discriminación tonal de estímulos musicales ni en la conciencia fonológica. Relacionando estos resultados con lo reportado en otras investigaciones, se considera incluir otras actividades el entrenamiento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Problems in acquisition of reading skills are strongly related to the development of phonologic processing and particularly to phonologic awareness. Phonologic processing is involved with the processing of verbal and non-verbal tonal and timing properties of auditory stimuli. This paper examined the effects that training in tonal property discrimination of musical stimuli had in the phonological awareness of 28 children in third grade of preschool. A Phonological Awareness Set and the Primary Measures of Music Audition test were administered before and after the training. After the first and second tools were used, participants were randomly assigned to two groups: control and experimental. Results revealed that the group that received training had significantly better scores in two tasks of phonologic awareness: initial syllable identification and rhyme identification, which suggests that the effects of tonal training are not conclusive with regards to both tonal discrimination of musical stimuli and phonological awareness. Upon relating these results with the reports of other research projects, the inclusion of other activities in training is yet to be decided.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Os problemas de leitura são fortemente associados ao desenvolvimento do processamento fonológico e, em particular, à consciência fonológica. No processamento fonológico, o processamento das propriedades tonais e temporais dos estímulos auditivos verbais e não-verbais está envolvido. Este trabalho explora, por meio de amostragem intencional, os efeitos de um treinamento na discriminação de propriedades tonais de estímulos musicais na consciência fonológica de 28 crianças do terceiro ano da pré-escola. Uma pilha de consciência fonológica e o teste de medidas primárias de audição de música foram aplicados antes e após o treinamento. Após a primeira aplicação dos instrumentos, os participantes foram distribuídos aleatoriamente em dois grupos: controle e experimental. Os resultados revelaram que o grupo que recebeu o treinamento teve pontuações significativamente melhores em apenas duas tarefas de consciência fonológica: identificação inicial da sílaba e identificação da rima, sugerindo que os efeitos do treinamento tonal não são conclusivos na discriminação tonal de estímulos musicais ou consciência fonológica. Relativamente a estes resultados com o que foi relatado em outras investigações, considera-se que inclui outras atividades no treinamento.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[discriminación auditiva]]></kwd>
<kwd lng="es"><![CDATA[lectura]]></kwd>
<kwd lng="es"><![CDATA[preescolares]]></kwd>
<kwd lng="es"><![CDATA[procesamiento fonológico]]></kwd>
<kwd lng="es"><![CDATA[educación musical]]></kwd>
<kwd lng="en"><![CDATA[auditory discrimination]]></kwd>
<kwd lng="en"><![CDATA[reading]]></kwd>
<kwd lng="en"><![CDATA[preschool children]]></kwd>
<kwd lng="en"><![CDATA[phonologic processing]]></kwd>
<kwd lng="en"><![CDATA[musical education]]></kwd>
<kwd lng="pt"><![CDATA[discriminação auditiva]]></kwd>
<kwd lng="pt"><![CDATA[leitura]]></kwd>
<kwd lng="pt"><![CDATA[pré-escola]]></kwd>
<kwd lng="pt"><![CDATA[processamento fonológico]]></kwd>
<kwd lng="pt"><![CDATA[educação musical]]></kwd>
</kwd-group>
</article-meta>
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</ref>
<ref id="B23">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Yáñez]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Prieto]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<source><![CDATA[Batería Neuropsicológica para la Evaluación de los Trastornos del Aprendizaje]]></source>
<year>2013</year>
<publisher-loc><![CDATA[México ]]></publisher-loc>
<publisher-name><![CDATA[Manual Moderno]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
