<?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>S2007-74672025000100109</article-id>
<article-id pub-id-type="doi">10.23913/ride.v15i30.2245</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Nivel de desempeño lector de niños de primero a cuarto grado de primaria de la zona metropolitana de Guadalajara]]></article-title>
<article-title xml:lang="en"><![CDATA[Assessing children's reading performance from first to fourth grade in the Guadalajara metropolitan area]]></article-title>
<article-title xml:lang="pt"><![CDATA[Nível de desempenho em leitura de crianças do primeiro ao quarto ano do ensino fundamental da área metropolitana de Guadalajara]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gómez-Velázquez]]></surname>
<given-names><![CDATA[Fabiola R.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ruiz-Stovel]]></surname>
<given-names><![CDATA[Vanessa D.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gallardo-Moreno]]></surname>
<given-names><![CDATA[Geisa, B.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto de Neurociencias Universidad de Guadalajara ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto de Neurociencias Universidad de Guadalajara ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto de Neurociencias Universidad de Guadalajara ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<volume>15</volume>
<numero>30</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672025000100109&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672025000100109&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672025000100109&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Introducción: Actualmente, el bajo desempeño lector de los niños es un motivo de preocupación en el mundo, sobre todo después del confinamiento por la pandemia por el COVID-19, por las implicaciones que un pobre desempeño lector pudiera tener para el desarrollo cognitivo y el progreso académico de los niños. Se considera que, si los niños no logran alcanzar competencias básicas en lectura y matemáticas, es muy difícil que alcancen otras metas educativas. Objetivo: determinar el nivel actual de desempeño en tareas de lectura, conciencia fonémica y velocidad de denominación en niños de la zona metropolitana de Guadalajara, México. Metodología: participaron 762 niños de primero a cuarto grado de primaria de escuelas públicas, en quienes se evaluó la velocidad, eficiencia y comprensión de la lectura en voz alta, la conciencia fonémica y la velocidad de denominación de letras y números. Resultados: En la evaluación de lectura se encontró que el promedio de velocidad lectora de los niños en los 4 grados se ubica dentro de los estándares esperados, sin embargo, estos resultados provienen sólo de aquellos que sí habían aprendido a leer. Se encontró un elevado porcentaje de niños que aún no podían leer y escribir, para el final de primer grado un 39 % de los niños apenas podía identificar algunas letras de manera aislada y otro 8 % presentó un nivel de lectura muy bajo; en los grados posteriores más del 20 % no sabía leer o se ubicaba en un nivel que requería apoyo. Adicionalmente, los resultados obtenidos en tareas de conciencia fonémica y de velocidad de denominación reflejan que las habilidades de los niños para el procesamiento fonológico están disminuidas en comparación con lo reportado en investigaciones previas. Se discuten los posibles factores que pudieran estar relacionados con el bajo rendimiento lector de los niños, entre ellos la falta de oportunidades adecuadas de aprendizaje por el confinamiento por el COVID-19 y la influencia del tipo de metodología de enseñanza que se emplea en las escuelas públicas del país.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Concerns have arisen about the poor reading performance of children, especially after the confinement due to the COVID-19 lockdown period. This poor performance could significantly affect children's cognitive development and academic progress. It has been considered that if children fail to achieve basic reading and mathematics skills, achieving other educational goals will be challenging. This research evaluated 762 children from first to fourth grade in public elementary schools in Guadalajara metropolitan area, Mexico, to assess their reading performance, phonological awareness, and naming speed. The average reading speed of children in the four grades was within expected standards, but these results were based only on children who had already acquired reading skills. By the end of first grade, 39 % of children could barely identify a few letters, and another 8 % had a very low reading level; in later grades, more than 20 % could not read at all or were reading at a level that required support. Furthermore, the results in phonological awareness and naming speed tasks reflected that children's phonological processing skills were diminished compared to previous research findings. The possible factors contributing to children's poor reading performance are discussed, including the lack of adequate learning opportunities due to COVID-19 confinement and the impact of teaching methodologies used in public schools in the country.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Introdução: Atualmente, o baixo desempenho em leitura das crianças é motivo de preocupação no mundo, principalmente após o confinamento devido à pandemia da COVID-19, devido às implicações que o baixo desempenho em leitura pode ter no desenvolvimento cognitivo e no progresso acadêmico das crianças. Considera-se que se as crianças não adquirirem habilidades básicas em leitura e matemática, será muito difícil para elas atingirem outros objetivos educacionais. Objetivo: Determinar o nível atual de desempenho em tarefas de leitura, consciência fonêmica e velocidade de nomeação em crianças da área metropolitana de Guadalajara, México. Metodologia: Participaram 762 crianças do primeiro ao quarto ano do ensino fundamental público, sendo avaliadas a velocidade, eficiência e compreensão da leitura em voz alta, a consciência fonêmica e a velocidade de nomeação de letras e números. Resultados: Na avaliação de leitura, constatou-se que a velocidade média de leitura das crianças das 4 séries estava dentro dos padrões esperados, porém, esses resultados vieram apenas daquelas que já sabiam ler. Foi encontrada uma alta porcentagem de crianças que ainda não sabiam ler e escrever; no final do primeiro ano, 39% das crianças mal conseguiam identificar algumas letras isoladamente e outros 8% tinham um nível de leitura muito baixo; Nas séries posteriores, mais de 20% não sabiam ler ou estavam em um nível que exigia apoio. Além disso, os resultados obtidos em tarefas de consciência fonêmica e velocidade de nomeação refletem que as habilidades das crianças para processamento fonológico são diminuídas em comparação ao que foi relatado em pesquisas anteriores. São discutidos os possíveis fatores que podem estar relacionados ao baixo desempenho de leitura das crianças, incluindo a falta de oportunidades adequadas de aprendizagem devido ao confinamento da COVID-19 e a influência do tipo de metodologia de ensino utilizada nas escolas. autoridades públicas do país.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[lectura]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[método enseñanza]]></kwd>
<kwd lng="es"><![CDATA[pandemia]]></kwd>
<kwd lng="es"><![CDATA[conciencia fonémica]]></kwd>
<kwd lng="en"><![CDATA[reading]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[teaching method]]></kwd>
<kwd lng="en"><![CDATA[pandemic]]></kwd>
<kwd lng="en"><![CDATA[phonological awareness]]></kwd>
<kwd lng="pt"><![CDATA[leitura]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[método de ensino]]></kwd>
<kwd lng="pt"><![CDATA[pandemia]]></kwd>
<kwd lng="pt"><![CDATA[consciência fonêmica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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