Relationships Between Phonological Awareness and Reading in Spanish: A Meta‐Analysis

Míguez‐Álvarez, Carla; Alonso, Miguel Cuevas; Saavedra, Ángeles

doi:10.1111/lang.12471

Cited by 27 publications

(15 citation statements)

References 127 publications

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“…All these explanations, among others, are acknowledged in the scientific literature [5,15,19,21,22,[27][28][29][30][31]. As our metadescription showed, these justifications can also apply to non-academic texts, as Hyland noted on several occasions.…”

Section: Discussionsupporting

confidence: 62%

Section: Modelsmentioning

confidence: 99%

“…This model presumes two macro-categories: Interactive, which helps guide the reader through the text, and interactional, which helps involve the reader in the text. Several authors have adapted this model to fit the genre they study [19][20][21][22]. For a more in-depth discussion of the various approaches to both the theoretical framework and the categorisation of marker types see Wei et al [11], who reviewed metadiscourse theories and models from the past 15 years.…”

Section: Modelsmentioning

confidence: 99%

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Metadiscursive Markers and Text Genre: A Metareview

Alonso

Míguez‐Álvarez

2021

Publications

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Given the interest in the study of metadiscourse as the communication of ideas and the way people use language in different communicative situations, this paper attempted to find the degree of confluence between metadiscourse markers from different studies and to show how patterns of metadiscourse analysis based on various written genres can be applied to a wider range. The mean values for the frequency of marker use and their respective deviations were determined by comparing a significant number of studies on metadiscourse elements. To ensure comparability, those following Hyland’s model were chosen. The units of analysis were grouped into two broad categories based on discursive characteristics: Academic genres (research articles, theses, and textbooks) and non-academic genres, which included documents ranging from newspaper editorials or opinion columns to Internet texts and other forms of digital communication. The results of our study highlight that the disparity in interactive markers between academic and non-academic texts is relatively small. This difference has been identified by previous studies, and it is confirmed herein that the difference may be related to the use of academic language, the topic, or the object of study. In contrast, the mean values of the interactive markers in non-academic texts are considerably higher than those in academic texts. At the same time, the texts seem to be organised along two axes (interactional and interactive) in distinct areas. Despite our initial assumptions that the data would be subject to individual variations, that differences would be found between different sections of the same genre within the same academic discipline, and that the results would vary if certain texts were added or excluded, we observed certain trends in the behaviour of the documents, although it prevailed that, within each category, the texts should be studied individually.

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Section: Discussionsupporting

confidence: 62%

Section: Modelsmentioning

confidence: 99%

Section: Modelsmentioning

confidence: 99%

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Metadiscursive Markers and Text Genre: A Metareview

Alonso

Míguez‐Álvarez

2021

Publications

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“…This means that individuals who speak a language of simple syllabic structure and shallow orthographies would develop phonological awareness skills faster than those who speak languages of more complex syllabic structure and deeper orthographies. A meta-analysis on reading and phonological awareness in Spanish speakers found a moderate correlation between phonological awareness (especially syllabic and intrasyllabic awareness) and several reading measurements, that is, word and pseudoword reading and reading comprehension (Míguez-Álvarez et al, 2022). There is evidence that phonology plays an important role in word recognition for novice and skilled readers.…”

Section: Introductionmentioning

confidence: 99%

Reading comprehension precursors: Evidence of the simple view of reading in a transparent orthography

et al. 2022

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The Simple View of Reading (SVR) proposes that reading comprehension depends on two general processes –language comprehension and word recognition– and that the contribution of these known processes to reading comprehension varies in time. Specifically, the contribution of word recognition decreases, and the contribution of language comprehension increases with student progress. The purpose of this study was to test the SVR in a large sample of 4,750 Dominican public-school students from second (n = 2,399) and fourth grade (2,351) and determine the contribution of phonological awareness within the SVR. The study found that word recognition and language comprehension explained 80% of the variance in reading comprehension regardless of grade. A quantile regression showed that, as reading comprehension progresses, language comprehension’s predictive power increases, and word recognition’s predictive power decreases. A structural equation model conducted on each grade separately showed that the contribution of word recognition toward reading comprehension remained stable between second and fourth grade. This means that, although the dynamism of the SVR components follows the same pattern reported in the literature, the students evaluated here might reach reading automaticity later than expected. Therefore, more attentional resources need to be allocated toward decoding. The study found that the contribution of phonological awareness toward word recognition increases from second to fourth grade, confirming that students are taking longer than expected to obtain reading automaticity and still going through an overt effortful decoding stage rather than a covert phonological recoding stage, making reading more effortful.

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“…It must also be admitted that this success story has largely been an Anglophone affair, or at least an Anglo-European affair, hence a growing interest in the role of phonology in other languages and orthographies [110][111][112][113]. This fine-tuning notwithstanding, there is no longer any need to re-invent the phonological wheel; "old news" will not make headlines, researchers need to press on to new unresolved questions-what lies beyond and beneath phonology?…”

Section: Discussionmentioning

confidence: 99%

Common Misconceptions about the Phonological Deficit Theory of Dyslexia

2021

Brain Sciences

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In this discussion paper, I review a number of common misconceptions about the phonological deficit theory (PDH) of dyslexia. These include the common but mistaken idea that the PDH is simply about phonemic awareness (PA), and, consequently, is a circular “pseudo”-explanation or epiphenomenon of reading difficulties. I argue that PA is only the “tip of the phonological iceberg” and that “deeper” spoken-language phonological impairments among dyslexics appear well before the onset of reading and even at birth. Furthermore, not even reading-specific expressions of phonological deficits—PA or pseudoword naming, can be considered circular if we clearly distinguish between reading proper—real meaning-bearing words, or real text, and the mechanisms (subskills) of reading development (such as phonological recoding). I also explain why an understanding of what constitutes an efficient writing system explains why phonology is necessarily a major source of variability in reading ability and hence a core deficit (or at least one core deficit) among struggling readers whether dyslexic or non-dyslexic. I also address the misguided notion that the PDH has now fallen out of favor because most dyslexia researchers have (largely) ceased studying phonological processing. I emphasize that acceptance of the PDH does not imply repudiation of other non-phonological hypotheses because the PDH does not claim to account for all the variance in reading ability/disability. Finally, I ask where neurobiology enters the picture and suggest that researchers need to exercise more caution in drawing their conclusions.

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Relationships Between Phonological Awareness and Reading in Spanish: A Meta‐Analysis

Cited by 27 publications

References 127 publications

Metadiscursive Markers and Text Genre: A Metareview

Metadiscursive Markers and Text Genre: A Metareview

Reading comprehension precursors: Evidence of the simple view of reading in a transparent orthography

Common Misconceptions about the Phonological Deficit Theory of Dyslexia

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