<?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>1688-7468</journal-id>
<journal-title><![CDATA[Páginas de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Pág. Educ.]]></abbrev-journal-title>
<issn>1688-7468</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Ciencias Humanas - Universidad Católica del Uruguay.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-74682024000101201</article-id>
<article-id pub-id-type="doi">10.22235/pe.v17i1.3558</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Diferencias de género en el rendimiento lector de preescolares que asisten a escuelas vulnerables]]></article-title>
<article-title xml:lang="pt"><![CDATA[Diferenças de gênero no desempenho em leitura entre pré-escolares que frequentam escolas vulneráveis]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barriga]]></surname>
<given-names><![CDATA[Carmen A.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sepúlveda]]></surname>
<given-names><![CDATA[Felipe]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad San Sebastián Núcleo Milenio para la Ciencia del Aprendizaje, MiNSoL ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica de la Santísima Concepción  Núcleo Milenio para la Ciencia del Aprendizaje, MiNSoL]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>17</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-74682024000101201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-74682024000101201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-74682024000101201&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Un número importante de investigaciones han constatado la existencia de diferencias en el rendimiento lector entre niños y niñas. Sin embargo, los hallazgos no son convergentes; por otra parte, la mayoría de los estudios se han resuelto en cursos posteriores al preescolar y en sistemas ortográficos opacos. En menor medida se ha indagado el rendimiento inicial lector entre niños y niñas preescolares que asisten a escuelas vulnerables, en período de pospandemia. En este sentido, el objetivo de esta investigación fue determinar si las diferencias de género en el rendimiento lector ocurren desde edades tempranas, a pesar de que los estudiantes no hayan asistido presencialmente a las escuelas. La muestra consistió en 58 alumnos provenientes de 4 colegios públicos. A través de un ANOVA se evaluó la existencia de diferencias de género en el rendimiento lector inicial de los estudiantes. Los resultados mostraron que no existen diferencias en el rendimiento lector global entre niños y niñas, pero sí las hay entre tareas, ya que las niñas se desempeñaron mejor que los niños en tareas de conciencia de lo impreso. Por otra parte, se demostró que tanto niños como niñas obtienen mejores resultados en tareas de conciencia fonológica frente a las tareas de conciencia de lo impreso]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Um número significativo de pesquisas constatou diferenças no desempenho em leitura entre meninos e meninas. Entretanto, os resultados não são convergentes; além disso, a maioria dos estudos foi realizada em séries posteriores a etapa pré-escolar e em sistemas ortográficos opacos. Em menor escala, o desempenho inicial em leitura foi investigado entre crianças em idade pré-escolar que frequentam escolas vulneráveis no período pós-pandemia. Nesse sentido, o objetivo desta pesquisa foi determinar se as diferenças de gênero no desempenho em leitura ocorrem desde cedo, apesar de os alunos não terem frequentado a escola presencialmente. A amostra foi composta por 58 alunos de 4 escolas públicas. Por meio de uma ANOVA, foi avaliada a existência de diferenças de gênero no desempenho inicial em leitura dos estudantes. Os resultados mostraram que não há diferenças no desempenho geral em leitura entre meninos e meninas, mas há diferenças entre as tarefas, já que meninas apresentaram melhor desempenho que os meninos nas tarefas de consciência de impressão. Por outro lado, tanto os meninos quanto as meninas apresentaram melhor desempenho em tarefas de consciência fonológica do que em tarefas de consciência de impressão.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[rendimiento lector]]></kwd>
<kwd lng="es"><![CDATA[habilidades de lectura temprana]]></kwd>
<kwd lng="es"><![CDATA[nivel socioeconómico]]></kwd>
<kwd lng="es"><![CDATA[diferencias de género.]]></kwd>
<kwd lng="pt"><![CDATA[desempenho em leitura]]></kwd>
<kwd lng="pt"><![CDATA[habilidades iniciais de leitura]]></kwd>
<kwd lng="pt"><![CDATA[nível socioeconômico]]></kwd>
<kwd lng="pt"><![CDATA[diferenças de gênero]]></kwd>
</kwd-group>
</article-meta>
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