Decoding and comprehension processes in first-grade children's reading

Abstract

This research analyzes the processes of decoding and reading comprehension in 44 children from public and private schools in the city of Salta. This study examines the routes to reading access (Jaichenco, 2009), lexical and sublexical, used by children, with a predominance of the former. To evaluate the understanding of the alphabetic principle, individual interviews were conducted with first-grade children using a pictogram book that contained the lyrics of a previously learned song.

It was observed that most children read using the lexical route in most cases, although they also use the sublexical route for unfamiliar or less familiar words. The interviewed children who do not read rely on context to interpret the content of the book. Additionally, two levels of interpretation were identified, and the importance of phonological awareness in learning to read is emphasized.