<?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>1688-4221</journal-id>
<journal-title><![CDATA[Ciencias Psicológicas]]></journal-title>
<abbrev-journal-title><![CDATA[Cienc. Psicol.]]></abbrev-journal-title>
<issn>1688-4221</issn>
<publisher>
<publisher-name><![CDATA[Universidad Católica del Uruguay.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-42212018000100079</article-id>
<article-id pub-id-type="doi">10.22235/cp.v12i1.1598</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Sistema de Tareas Diagnósticas y la habilidad lectora]]></article-title>
<article-title xml:lang="en"><![CDATA[System of Diagnostic Tasks and relationship reading skill]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramírez-Benítez]]></surname>
<given-names><![CDATA[Yaser]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Toca-Veliz]]></surname>
<given-names><![CDATA[Luis Ernesto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bermúdez-Monteagudo]]></surname>
<given-names><![CDATA[Bárbara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez-Díaz]]></surname>
<given-names><![CDATA[Betsy]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Acea Vanega]]></surname>
<given-names><![CDATA[Shuyeng]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Cienfuegos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Cuba</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Sala de Rehabilitación del Policlínico &#8220;Ramón Claudio Delgado Amestoy&#8221;  ]]></institution>
<addr-line><![CDATA[Cienfuegos ]]></addr-line>
<country>Cuba</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2018</year>
</pub-date>
<volume>12</volume>
<numero>1</numero>
<fpage>79</fpage>
<lpage>86</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-42212018000100079&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-42212018000100079&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-42212018000100079&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La presente investigación tiene como objetivo determinar la relación entre el Sistema de Tareas Diagnósticas (STD) y la lectura en una muestra de niños cubanos en el 1º y 2º grado. Se aplicaron tres procedimientos: (1) correlaciones entre el STD y la lectura, (2) ANOVA de la Regresión y (3) Regresión jerárquica. Las correlaciones indicaron que las 17 tareas tienen una significativa correlación con la lectura en los dos grados escolares. Sin embargo, el ANOVA de regresión mostró cuatro tareas cognitivas: Análisis fónico, Ordenamiento de láminas, Solución de matrices y Relaciones cuantitativas. En el 2do grado, se destacaron tres tareas: Ordenamiento de láminas, Coordinación viso - motora y Solución de problemas. En el 1er grado, la Regresión jerárquica indicó la importancia de Análisis fónico y el Ordenamiento de láminas por encima de las demás. En el 2do grado, indicó Ordenamiento de láminas y la Coordinación viso - motora. En resumen, las habilidades fonológicas y el razonamiento son procesos básicos que subyacen en la adquisición de la lectura en los primeros grados escolares]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The objective of this research is to determine the relationship between the System of Diagnostic Tasks (SDT) and the reading in a sample of Cuban children in the 1st and 2nd. Three procedures were applied: (1) correlations between the SDT and the reading, (2) ANOVA of the Regression and (3) Hierarchical regression. The correlations indicated that the 17 tasks have a significant correlation with the reading in the two school grades. However, the regression ANOVA showed four cognitive tasks: Phonic analysis, Sheet ordering, Matrix solution and Quantitative relationships. In the 2nd grade, three tasks were highlighted: sheet ordering, visuo - motor coordination and problem solving. In the 1st grade, the hierarchical regression indicated the importance of phonic analysis and the ordering of plates above the others. In the 2nd grade, he indicated sheet ordering and visuo - motor coordination. In summary, phonological skills and reasoning are basic processes that underlie the acquisition of reading in the first grades]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[lectura, habilidades fonológicas, preescolar, neurodesarrollo]]></kwd>
<kwd lng="es"><![CDATA[procesos psicológicos básicos]]></kwd>
<kwd lng="en"><![CDATA[reading]]></kwd>
<kwd lng="en"><![CDATA[phonological skill]]></kwd>
<kwd lng="en"><![CDATA[preschool]]></kwd>
<kwd lng="en"><![CDATA[neurodevelopment]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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