<?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>2616-7964</journal-id>
<journal-title><![CDATA[Horizontes Revista de Investigación en Ciencias de la Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Horizontes Rev. Inv. Cs. Edu.]]></abbrev-journal-title>
<issn>2616-7964</issn>
<publisher>
<publisher-name><![CDATA[CET-BOLIVIA]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2616-79642024000201004</article-id>
<article-id pub-id-type="doi">10.33996/revistahorizontes.v8i33.779</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La conciencia fonológica y su relación con la lectura: Revisión sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Phonological awareness and its relationship to reading: Systematic review]]></article-title>
<article-title xml:lang="pt"><![CDATA[Consciência fonológica e sua relação com a leitura: uma revisão sistemática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valle-Zevallos]]></surname>
<given-names><![CDATA[María-Johana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendez-Vergaray]]></surname>
<given-names><![CDATA[Juan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Flores]]></surname>
<given-names><![CDATA[Edward]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Federico Villarreal  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<volume>8</volume>
<numero>33</numero>
<fpage>1004</fpage>
<lpage>1021</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2616-79642024000201004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2616-79642024000201004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2616-79642024000201004&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El estudio se centra en analizar la relación entre el desarrollo de la conciencia fonológica y la competencia lectora en estudiantes durante el período de 2018 a 2022. Se llevó a cabo una revisión sistemática siguiendo el método PRISMA, con búsqueda de artículos en la base de datos SCOPUS utilizando descriptores conciencia fonológica&#8221;, &#8220;conciencia semántica&#8221;, &#8220;conciencia silábica&#8221;, conciencia morfológica&#8221; y &#8220;conciencia pragmática&#8221; en español e inglés. La investigación se enfocó en las categorías de conciencia fonológica y decodificación lectora. Se seleccionaron 31 artículos para el análisis final. Los resultados revelaron la importancia del desarrollo temprano de la conciencia fonológica, especialmente durante la educación preescolar y los primeros años de educación primaria, para el éxito en la lectura. Se encontró una relación significativa entre la conciencia fonológica y la lectura en estudiantes oyentes, con déficit perceptuales y bilingües. Se destaca la necesidad de implementar programas metalingüísticos para abordar las dificultades lectoras de manera oportuna.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The study focuses on analyzing the relationship between the development of phonological awareness and reading proficiency in students during the period from 2018 to 2022. A systematic review was conducted following the PRISMA method, with article search in the SCOPUS database using descriptors phonological awareness", "semantic awareness", "syllabic awareness", morphological awareness" and "pragmatic awareness" in Spanish and English. The research focused on the categories of phonological awareness and reading decoding. Thirty-one items were selected for final analysis. The results revealed the importance of early development of phonological awareness, especially during preschool and early elementary school, for reading success. A significant relationship was found between phonological awareness and reading in hearing, perceptually deficient, and bilingual students. The need to implement metalinguistic programs to address reading difficulties in a timely manner is highlighted.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O estudo se concentra em analisar a relação entre o desenvolvimento da consciência fonológica e a proficiência em leitura em alunos durante o período de 2018 a 2022. Foi realizada uma revisão sistemática seguindo o método PRISMA, com uma busca de artigos na base de dados SCOPUS usando os descritores "consciência fonológica", "consciência semântica", "consciência silábica", "consciência morfológica" e "consciência pragmática" em espanhol e inglês. A pesquisa concentrou-se nas categorias de consciência fonológica e decodificação de leitura. Trinta e um itens foram selecionados para a análise final. Os resultados revelaram a importância do desenvolvimento precoce da consciência fonológica, especialmente durante a pré-escola e o início do ensino fundamental, para o sucesso da leitura. Foi encontrada uma relação significativa entre a consciência fonológica e a leitura em alunos com deficiência auditiva, perceptual e bilíngues. Destaca-se a necessidade de implementar programas metalinguísticos para abordar as dificuldades de leitura em tempo hábil.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Conciencia fonológica]]></kwd>
<kwd lng="es"><![CDATA[Educación básica regular]]></kwd>
<kwd lng="es"><![CDATA[Comprensión lectora]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes]]></kwd>
<kwd lng="en"><![CDATA[Phonological awareness]]></kwd>
<kwd lng="en"><![CDATA[Regular basic education]]></kwd>
<kwd lng="en"><![CDATA[Reading comprehension]]></kwd>
<kwd lng="en"><![CDATA[Students]]></kwd>
<kwd lng="pt"><![CDATA[Consciência fonológica]]></kwd>
<kwd lng="pt"><![CDATA[Educação básica regular]]></kwd>
<kwd lng="pt"><![CDATA[Compreensão de leitura]]></kwd>
<kwd lng="pt"><![CDATA[Estudantes]]></kwd>
</kwd-group>
</article-meta>
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