{"id":3940,"date":"2025-01-23T18:21:48","date_gmt":"2025-01-23T18:21:48","guid":{"rendered":"https:\/\/grupo.us.es\/redlectin\/?p=3940"},"modified":"2025-01-23T19:04:44","modified_gmt":"2025-01-23T19:04:44","slug":"resena-del-libro-ripoll-j-c-gomez-merino-n-avila-v-2024-aprender-a-ensenar-a-leer-y-a-escribir","status":"publish","type":"post","link":"https:\/\/grupo.us.es\/redlectin\/resena-del-libro-ripoll-j-c-gomez-merino-n-avila-v-2024-aprender-a-ensenar-a-leer-y-a-escribir\/","title":{"rendered":"Rese\u00f1a del libro: Ripoll, J. C., G\u00f3mez-Merino, N., \u00c1vila, V (2024). Aprender a ense\u00f1ar a leer y a escribir."},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-post\" data-elementor-id=\"3940\" class=\"elementor elementor-3940\" data-elementor-post-type=\"post\">\n\t\t\t\t<div class=\"elementor-element elementor-element-a590675 e-flex e-con-boxed e-con e-parent\" data-id=\"a590675\" data-element_type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-838faf0 elementor-widget elementor-widget-text-editor\" data-id=\"838faf0\" data-element_type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p style=\"text-align: justify;\"><\/p>\r\n<p style=\"text-align: justify;\">Rese\u00f1a del libro: Ripoll, J. C.,\u00a0G\u00f3mez-Merino, N., \u00c1vila, V (2024). Aprender a ense\u00f1ar a leer y a escribir<em>.\u00a0<\/em>SM.<\/p>\r\n<p style=\"text-align: justify;\">La lectura es una herramienta muy importante a distintos niveles. En el \u00e1mbito acad\u00e9mico nos permite aprender nuevos conceptos, adquirir vocabulario, exponernos a estructuras sint\u00e1cticas elaboradas, etc. Adem\u00e1s, nos ofrece momentos de recreaci\u00f3n, como disfrutar de una novela, y nos ayuda en tareas cotidianas, ya sea siguiendo las instrucciones de montaje de muebles dif\u00edciles o siguiendo los pasos de una nueva receta. No hay dudas de que la lectura est\u00e1 presente en nuestras vidas y por ello es l\u00f3gico que los maestros\/as y otros profesionales del \u00e1mbito educativo a menudo traten de informarse con el fin de encontrar recomendaciones adecuadas que les ayude a llevar a cabo la ense\u00f1anza de la lectura de la forma m\u00e1s eficiente posible.<\/p>\r\n<p style=\"text-align: justify;\">Los autores (Juan C. Ripoll, Vicenta \u00c1vila y Nadina G\u00f3mez-Merino), abordan distintos temas relacionados con la ense\u00f1anza de la lectura en el libro \u201cAprender a ense\u00f1ar a leer y a escribir\u201d. Este libro, con un enfoque divulgativo, pretende complementar la informaci\u00f3n acerca de la ense\u00f1anza de la lectura a los profesionales del \u00e1mbito educativo. Para ello, acompa\u00f1an las explicaciones de datos procedentes de art\u00edculos cient\u00edficos mediante un lenguaje accesible para el lector no especializado en investigaci\u00f3n.<\/p>\r\n<p style=\"text-align: justify;\">Precedido por un completo pr\u00f3logo elaborado por Eduardo Vidal-Abarca, el libro se estructura en cuatro secciones: La parte 1 trata sobre \u201cCuestiones generales en torno a la lectura y la escritura\u201d incluye aspectos generales sobre la lectura y la escritura, como la edad de ense\u00f1anza y los mitos sobre el aprendizaje lector. La parte 2: \u201cLos predictores del aprendizaje de la lectoescritura\u201d presenta las habilidades precursoras de la lectura y desarrolla tres de estas (conciencia fonol\u00f3gica, conocimiento de letras y del lenguaje escrito). En la parte 3: \u201cLa ense\u00f1anza de la lectura y la escritura\u201d se tratan los m\u00e9todos de ense\u00f1anza, se habla de la instrucci\u00f3n en decodificaci\u00f3n, la lectura, la escritura y la comprensi\u00f3n. Aunque estas partes est\u00e1n destinadas a todo el alumnado, varias de las propuestas que hacen son tambi\u00e9n buenas pr\u00e1cticas para el alumnado con dificultades de aprendizaje. Adem\u00e1s, toda esta exposici\u00f3n culmina en la parte 4 con un cap\u00edtulo dedicado a poblaci\u00f3n con diversidad.<\/p>\r\n<p style=\"text-align: justify;\">Tal y como se expone en el libro, abordar la ense\u00f1anza de la lectura teniendo en cuenta la zona de desarrollo pr\u00f3ximo del alumnado, junto con la elecci\u00f3n adecuada del contenido y su presentaci\u00f3n, es importante para trabajar con poblaciones diversas. Algunas de estas ideas propuestas a\u00f1os atr\u00e1s por Marc Monfort y Adoraci\u00f3n Ju\u00e1rez en su obra \u201cLeer para hablar\u201d, se concretan en pr\u00e1cticas como ajustar la dificultad de las tareas (p. ej., incluir m\u00e1s o menos distractores de letras en una actividad de identificaci\u00f3n) y adaptar el aprendizaje a los intereses del alumnado con necesidades educativas especiales (por ejemplo, integrando la lectura en un juego o actividad, como simular una compra).<\/p>\r\n<p style=\"text-align: justify;\">El cap\u00edtulo tambi\u00e9n dedica un apartado a diversas condiciones presentes en el alumnado con diversidad, que exigen adaptaciones espec\u00edficas en la ense\u00f1anza. Este es el caso de estudiantes con dificultades en el habla, as\u00ed como aquellos con limitaciones sensoriales, ya sean visuales, auditivas o ambas. Por lo que refiere a alumnado con p\u00e9rdida auditiva, se presenta la palabra complementada como herramienta lo que se pretende con el uso de esta herramienta es \u201csuplir las limitaciones que produce la p\u00e9rdida auditiva, facilitando la percepci\u00f3n de los sonidos del habla para que las relaciones grafema-fonema se establezcan correctamente\u201d (Ripoll et al., 2024, p.284).<\/p>\r\n<p style=\"text-align: justify;\">En resumen, el libro ofrece una visi\u00f3n completa de la ense\u00f1anza de la lectura, desde la poblaci\u00f3n normativa hasta el alumnado con necesidades espec\u00edficas de apoyo educativo, sintetizando evidencia cient\u00edfica para apoyar a los docentes en su pr\u00e1ctica diaria de ense\u00f1anza de la lectura.<\/p>\r\n<p style=\"text-align: justify;\"><strong>English<\/strong><\/p>\r\n<p style=\"text-align: justify;\">Book review: Ripoll, J. C., G\u00f3mez-Merino, N., Avila, V (2024). Aprender a ense\u00f1ar a leer y a escribir [Learning to teach to reading and writing]. SM.<\/p>\r\n<p style=\"text-align: justify;\">Reading is a very important tool at different levels. In the academic environment it allows us to learn new concepts, acquire vocabulary, expose us to elaborate syntactic structures, etc. It also offers us moments of recreation, such as enjoying a novel, and helps us in everyday tasks, whether it is following the instructions for assembling difficult furniture or following the steps of a new recipe. There is no doubt that reading is present in our lives and it is therefore logical that teachers and other professionals in the educational field often seek information in order to find appropriate recommendations to help them carry out the teaching of reading in the most efficient way possible.<\/p>\r\n<p style=\"text-align: justify;\">The authors (Juan C. Ripoll, Vicenta \u00c1vila and Nadina G\u00f3mez-Merino), address different topics related to the teaching of reading in the book \u201cAprender a ense\u00f1ar a leer y a escribir\u201d (Learning to teach reading and writing). This book, with an informative approach, aims to complement the information on teaching reading to professionals in the educational field. For this purpose, the explanations are accompanied by data from scientific articles in a language accessible to the reader who is not specialized in research.<\/p>\r\n<p style=\"text-align: justify;\">Preceded by a comprehensive foreword by Eduardo Vidal-Abarca, the book is structured in four sections: Part 1 deals with \u201cGeneral Issues in Reading and Writing\u201d includes general aspects about reading and writing, such as the teaching age and myths about learning to read. Part 2: \u201cPredictors of literacy learning\u201d presents the precursor skills of reading and develops three of these (phonological awareness, letter knowledge and written language). Part 3: \u201cThe teaching of reading and writing\u201d discusses teaching methods, decoding instruction, reading, writing and comprehension. All this exposition on reading in a normative population concludes in Part 4 with a chapter dedicated to a population with diversity.<\/p>\r\n<p style=\"text-align: justify;\">As discussed in the book, approaching the teaching of reading taking into account the students&#8217; zone of proximal development, together with the appropriate choice of content and its presentation, is important for working with diverse populations. Some of these ideas, proposed years ago by Marc Monfort and Adoraci\u00f3n Ju\u00e1rez in their work \u201cLeer para hablar\u201d (Reading to Speak), take the form of practices such as adjusting the difficulty of tasks (e.g., including more or fewer letter distractors in an identification activity) and adapting learning to the interests of students with special educational needs (e.g., integrating reading into a game or activity, such as simulating a shopping situation).<\/p>\r\n<p style=\"text-align: justify;\">The chapter also devotes a section to various conditions present in students with diversity, which require specific adaptations in teaching. This is the case of students with speech difficulties, as well as those with sensory limitations, whether visual, auditory or both. As far as students with hearing loss are concerned, cued speech is presented as a tool that is intended to \u201cmake up for the limitations produced by hearing loss, facilitating the perception of speech sounds so that grapheme-phoneme relationships can be correctly established\u201d (Ripoll et al., 2024, p.284).<\/p>\r\n<p style=\"text-align: justify;\">In summary, the book offers a complete vision of the teaching of reading, from the normative population to students with specific educational support needs, synthesizing scientific evidence to support teachers in their daily practice of teaching reading.<\/p>\r\n<p style=\"text-align: justify;\"><strong>Vicenta \u00c1vila<\/strong>. Miembro de la ERI- Lectura. P<em>rofesora en el Departamento de Psicolog\u00eda Evolutiva y de la Educaci\u00f3n. Universitat de Val\u00e8ncia.\u00a0<\/em><\/p>\r\n<p style=\"text-align: justify;\"><strong>Juan C. Ripoll<\/strong>. P<em>rofesor de la Universidad de Navarra, Maestro especialista en AyL y autor del blog \u201cComprensi\u00f3n Lectora Basada en Evidencias\u201d <\/em><\/p>\r\n<p style=\"text-align: justify;\"><strong>Nadina G\u00f3mez-Merino<\/strong>. Logopeda y miembro de la ERI-Lectura.<em> Universitat de Val\u00e8ncia.<\/em><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"<p>Rese\u00f1a del libro: Ripoll, J. C., G\u00f3mez-Merino, N., \u00c1vila, V (2024). Aprender a ense\u00f1ar a leer y a escribir. SM.<br \/>\nBook review: Ripoll, J. C., G\u00f3mez-Merino, N., Avila, V (2024). Aprender a ense\u00f1ar a leer y a escribir [Learning to teach to reading and writing]. SM.<\/p>\n","protected":false},"author":14,"featured_media":3941,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[50],"tags":[],"class_list":["post-3940","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-que-dice-la-investigacion"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.6 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Rese\u00f1a del libro: Ripoll, J. C., G\u00f3mez-Merino, N., \u00c1vila, V (2024). Aprender a ense\u00f1ar a leer y a escribir. - Red Lectin<\/title>\n<meta name=\"description\" content=\"Rese\u00f1a del libro: Ripoll, J. C., G\u00f3mez-Merino, N., \u00c1vila, V (2024). Aprender a ense\u00f1ar a leer y a escribir. 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