Vocabulario receptivo en estudiantes de preescolar en la comunidad de Talca, Chile

Abstract

Abstract Language stimulation, specifically vocabulary at early stages of reading acquisition, allows students to have better possibilities of accessing to a timely and meaningful initial reading process. In addition, vocabulary is correlated with higher levels of reading comprehension. Supporting children ?s vocabulary development from a social justice perspective eases the process of minimizing linguistic performance gaps among children who present a heterogeneous vocabulary development. Therefore, students might have better opportunities of succeeding while they are learning how to read during the first years of school. The current study has the purpose of evaluating the receptive vocabulary in children who attend a second level of transition (kinder) in public schools of Talca, Chile. Results indicate that 37.5% of students present delays in receptive vocabulary. According to the scores, there are not statistically significant differences between genres. Implications of the results are discussed from a social justice framework.