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Resumen: El enfoque auditivo propone el concepto de mediacion fonica (Cantero, 2002b y 2004) como proceso clave en la didactica de la lectoescritura y consiste en la identificacion de las unidades prosodicas del texto como estrategia de acceso a la comprension lectora (Recio, 2012). La coestructuracion multimodal entre entonacion y gestualidad se ha demostrado en estudios pioneros sobre comunicacion (Condon, 1979; Kendon, 1987), constatandose recientemente que dicha relacion es un elemento esencial del codigo oral (Torregrosa, 2006 y 2011). Basandonos en este marco conceptual, el objetivo de este trabajo consiste en ofrecer nuevas claves didacticas relacionadas con las estrategias de inicio en la lectura considerando la relacion entre el enfoque auditivo en la lectura y la coestructuracion multimodal en el discurso. Abstract: The auditory approach proposes the concept of phonic mediation (Cantero, 2002b and 2004) as a key process in teaching literacy, consisting of identifying prosodic units in the text as an access strategy for reading comprehension (Recio, 2012). The multimodal co-structuring between intonation and gesticulation has been proved in several pioneer works on communication (Condon, 1979; Kondon, 1987). Recently, Torregrosa (2006 and 2011) shows that kinesic-intonational costructuring is a key aspect of the oral code. Taking into account this conceptual framework, we provide new didactic clues related to strategies in early reading, considering the relationship between the auditory approach to reading and the multimodal costructuring (intonation and gesticulation) in discourse

tejuelo

Coestructuración multisistémica y estrategias didácticas en estados iniciales de aprendizaje de la lectoescritura / Multisystem co-structure and didactic strategies in early stages in literacy learning