Reading Acquisition: A Transversal Study of Spanish Children

Defior, Sylvia; Fernández, Gracia Jiménez; Serrano, Francisca

doi:10.18848/1447-9494/cgp/v12i06/44622

Cited by 2 publications

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“…Participants in this study were second-grade children, who may be starting to learn orthographic stress cues. Consistent with this hypothesis, Defior, Jiménez Fernández, and Serrano (2006) found that fourth-grade Spanish children correctly stressed 53.1% of pseudowords they read aloud. Accuracy among second- and third-grade children was much poorer.…”

Section: Discussionmentioning

confidence: 71%

“…This suggests that stress sensitivity may help readers to learn word stress, which in turn, may be used to stress similar words. Learning the stress rules may be more difficult (e.g., Defior et al, 2006). However, readers seem to use them somehow, as suggested by the fact that expected stress (i.e., according to the stress rules) has a significant effect in pseudowords without final stress neighbors.…”

Section: Discussionmentioning

confidence: 99%

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Detecting stress patterns is related to children's performance on reading tasks

Palma

Raya-García

Palma-Reyes

2009

Applied Psycholinguistics

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This paper investigates the relationship between the ability to detect changes in prosody and reading performance in Spanish. Participants were children aged 6-8 years who completed tasks involving reading words, reading pseudowords, stressing pseudowords, and reproducing pseudoword stress patterns. Results showed that the capacity to reproduce pseudoword stress patterns accounted for a unique portion of the variance in text reading, after controlling for phonological awareness, phoneme sensitivity, and working memory. In addition, stress sensitivity predicted children's performance in stressing pseudowords. These results suggest that stress sensitivity may affect fluency in reading as well as word stress learning.

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Section: Discussionmentioning

confidence: 71%

Section: Discussionmentioning

confidence: 99%

Detecting stress patterns is related to children's performance on reading tasks

Palma

Raya-García

Palma-Reyes

2009

Applied Psycholinguistics

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Recodificación Fonológica y Formación de Representaciones Ortográficas en Español

Ferroni¹,

Diuk²

2014

Psykhe (Santiago)

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El objetivo del estudio fue explorar si la recodificación fonológica de palabras actúa como mecanismo de aprendizaje de su forma ortográfica en español. Por medio de una muestra intencional, 46 niños que cursaban el 3er año de escolaridad primaria en un colegio de Buenos Aires participaron de un estudio experimental: debían leer narraciones breves con pseudopalabras meta, las que incluían algún fonema que puede ser codificado mediante más de un grafema en el sistema ortográfico del español (/b/ como o como ); 2 días después los niños se sometían a un post-test para verificar si se había producido aprendizaje ortográfico. Se calcularon estadísticos descriptivos y contrastes entre medias (pruebas de Wilcoxon y Friedman). Los resultados generales arrojaron evidencia a favor de la hipótesis de la recodificación fonológica como mecanismo de autoaprendizaje. Sin embargo, un análisis por ítem reveló que, en los casos en que la pseudopalabra incluye un grafema no dominante con una amplia diferencia de frecuencia con respecto al grafema dominante (/s/ como o como), la lectura no constituye un mecanismo suficiente para formar la representación ortográfica correspondiente.

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Reading Acquisition: A Transversal Study of Spanish Children

Cited by 2 publications

References 0 publications

Detecting stress patterns is related to children's performance on reading tasks

Detecting stress patterns is related to children's performance on reading tasks

Recodificación Fonológica y Formación de Representaciones Ortográficas en Español

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