[Facilitating alphabet knowledge in preschool through training in coding, graphomotor and reading].

Area of Science:

• Educational Psychology
• Developmental Psychology
• Early Childhood Education

Context:

• Study conducted in four rural public schools in Galicia, Spain.
• Involved 144 preschool children, with 72 in experimental and 72 in control groups.
• Utilized a pretest-posttest randomized participant design.

Purpose:

• To analyze the influence of a specific training program on the initiation of reading skills.
• To assess the effectiveness of early reading interventions in preschool settings.
• To investigate the interaction between training, measurement, and school level.

Summary:

• The Visual Recognition and Grapheme-Phoneme Conversion Test (TECOL) measured reading skills.
• Repeated measures analysis of variance revealed significant improvements in the experimental group.
• A triple interaction (Measure × Training × School Level) indicated varied training effects across school levels.

Impact:

• The training program demonstrated a significant positive effect on developing basic reading skills.
• Highlights the importance of letter identification and naming as fundamental early literacy components.
• Suggests tailored early childhood education strategies may be beneficial depending on school context.