Learning to Read Spanish

Defior, Sylvia; Serrano, Francisca; Perfetti, Charles A.

doi:10.1017/9781316155752.011

Cited by 4 publications

(3 citation statements)

References 159 publications

(163 reference statements)

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“…Regarding the SN group, we did not find a statistically significant difference in realizing the pitch between the two stress types [t(539) = 0.04, p = 0.76], although SN speakers were more likely to compress the F0 span in questions ending with a paroxytone word (see the right panel of Figure 1). The pitch performance exhibited by the CI and CA groups may be because the paroxytone is the most frequent and unmarked stress pattern in Spanish and, therefore, the most familiar one for L2 speakers (Defior & Serrano, 2017;Roca, 2019). This means that Chinese learners may experience the least cognitive difficulties when producing such stressed words in Spanish, which allows more planning time to fine-tune the corresponding pitch profiles in a native-like way.…”

Section: Pitch Resultsmentioning

confidence: 99%

Cross-Linguistic Comparison of the Pitch and Temporal Profiles between L1 and Chinese L2 Speakers of Spanish

Shang

2023

loquens

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Cross-linguistic studies between intonational languages suggest that there is a universal trend during the L2 learning process regarding pitch and temporal characteristics. We extend these hypotheses to Chinese learners of Peninsular Spanish-a new pairing of tone and non-tone languages. Using six pitch and temporal metrics, we examine how Chinese learners’ pitch and temporal profiles deviated from those of L1 native speakers and explore the factors that may contribute to L2 speech deviations. The Discourse Completion Task was conducted to elicit five question types produced by 37 participants, who were divided into three language groups. Consistent with previous literature, our study shows that Chinese L2 learners had a compression of pitch span (at both the utterance and syllable levels) and pitch variability, as well as a strong reduction of pitch change rate, speech rate, and articulation rate compared to L1 Spanish speakers. Most pitch and temporal deviations in L2 Spanish intonation are closely linked to psychological and cognitive attributes rather than being determined by physiological factors or L1 tonal transfer. Moreover, the lack of prosodic knowledge of the target intonation patterns concerning the different question types may also hinder L2 learners from approaching a native-like pitch and temporal profile.

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Section: Pitch Resultsmentioning

confidence: 99%

Cross-Linguistic Comparison of the Pitch and Temporal Profiles between L1 and Chinese L2 Speakers of Spanish

Shang

2023

loquens

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“…All of these languages articulate their "d" and "t" consonants only at one location; they do not phonemically contrast two places of articulation. (Bolozky, 1997;Chung, 2007;Defior & Serrano, 2017;Grigorenko, Kornilov, & Rakhlin, 2017;Gussmann, 2007;Hanulíková & Hamann, 2010;Landerl, 2017;Llamzon, 1966;McCullagh, 2011;Walker, 1984). Therefore, two participants may have been able to better hear the aspiration contrast because they were exposed to Korean or Latin.…”

Section: Participantsmentioning

confidence: 99%

The contribution of orthographic input, phonological skills, and rise time discrimination to the learning of non-native phonemic contrasts

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Ortega-Llebaría

Fraundorf

et al. 2020

Applied Psycholinguistics

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Although learning second language phonology is a difficult task, orthographic input may support the learning of difficult sound contrasts through a process known as orthographic facilitation. We extended this research by examining the effects of orthographic input together with individual differences in three different phonological learning processes, namely, the production of, perception of, and memorization of words containing three Marathi phonemic contrasts (i.e., [k-kh], [-ɖ], and [-ʈ]) by native English speakers. Moreover, because the [-ɖ] and [-ʈ] contrasts were particularly challenging in previous auditory training studies (e.g., Polka, 1991), we used cross-modal training in order to enhance learning by pairing auditory perception tasks with visual orthographic information, the amplification of relevant acoustic cues, and proprioceptive descriptions to the articulation of target phonemes. Results showed significant learning from the pre- to the posttest across tasks and contrasts, supporting the effectiveness of cross-modal training. Furthermore, incongruent orthographic input could inhibit perception, and orthographic input generally supported memory for word pronunciations. Moreover, individual differences regarding phonological skills and nonspeech auditory discrimination predicted participants’ success in different phonological learning processes. These results provide a detailed picture of the complexity between different aspects of second language phonological learning and cross-modal training.

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“…Concerning intervention content, the complex skill of writing requires many processes or types of knowledge to be addressed; namely, phonological, orthographic, prosodic, semantic, and grammatical knowledge (Defior & Serrano, 2017). Phonological skills are relevant for writing structures with major phonological demands like consonant clusters and digraphs (Serrano & Defior, 2012.…”

Section: Main Concerns In Writing Interventionmentioning

confidence: 99%

Writing intervention: A comprehensive program for primary school children

Iniesta

Serrano

2020

Journal of Psychologists and Counsellors in Schools

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This article describes an intervention program to improve writing skills, intended to be a useful tool for everyday remedial work in primary school. The design was based on an initial review of the approaches most often used for writing intervention and identification of the main concerns for such intervention; namely, the use of direct and explicit instructions, the importance of feedback, recommended levels of intervention, the main content to consider, and use of motivating activities to get the student engaged or even to enjoy the intervention. All these considerations guided decision making about the appropriate features that would ensure an effective intervention in children with general and specific writing difficulties. The intervention program follows evidence-based practice strategies and may be useful for educational professionals in primary school, acknowledging that the program needs to be experimentally evaluated.

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Learning to Read Spanish

Cited by 4 publications

References 159 publications

Cross-Linguistic Comparison of the Pitch and Temporal Profiles between L1 and Chinese L2 Speakers of Spanish

Cross-Linguistic Comparison of the Pitch and Temporal Profiles between L1 and Chinese L2 Speakers of Spanish

The contribution of orthographic input, phonological skills, and rise time discrimination to the learning of non-native phonemic contrasts

Writing intervention: A comprehensive program for primary school children

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