Spelling Acquisition: A Transversal Study of Spanish Children

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

doi:10.18848/1447-9494/cgp/v12i10/48218

Cited by 5 publications

(10 citation statements)

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“…First, certain types of words are spelled with high levels of accuracy by first-and second-graders; these include words that follow consistent phonological rules, including digraphs ('ch' , 'll' etc.). Defior et al (2006) explain that this high level of performance is a result of children's rapid acquisition of the Spanish phonological code. Nevertheless, not all aspects of orthography are acquired in the same manner.…”

Section: Spanish Orthographymentioning

confidence: 95%

“…For monolingual children, learning how to spell is a skill that develops gradually over time during the elementary-school years as a result of direct instruction and experience with literacy. Extensive research on this topic has been carried out in Spain by Defior et al (e.g., Defior and Serrano, 2005;Defior et al, 2006Defior et al, , 2009. Their research points to several trends in terms of the trajectory of learning and common spelling difficulties.…”

Section: Spanish Orthographymentioning

confidence: 99%

“…For complex inconsistent PGCs such as /b/ ('b' or 'v') development happens much more gradually as children broaden their lexical knowledge. Defior et al (2006) conclude that spelling words with inconsistencies "is affected by literacy experience and orthographic knowledge that increases with age, exposure to print, and schooling" (p. 296).…”

Section: Spanish Orthographymentioning

confidence: 99%

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Linguistic Factors and the Spelling Ability of Spanish Heritage Language Learners

Llombart-Huesca

Zyzik

2019

Front. Educ.

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Spelling is an aspect of literacy that causes significant difficulties for Spanish heritage language learners (HLLs). Because little is known about how spelling skills are developed in this population, instructors often struggle when attempting to teach spelling rules, leading to frustration among both teachers and students in heritage language courses (Beaudrie, 2012). The current research study targets one of the most problematic areas of Spanish orthography: substitution of "s" and "c" letters to represent /s/. An experimental dictation task was designed in order to test two linguistic factors hypothesized to impact spelling accuracy: target letter ("s" vs. "c") and cognate status of the word (cognate vs. non-cognate). Participants (n = 72) were young adults, Spanish HL learners, who completed the dictation task in addition to a standardized measure of proficiency. The results indicate a main effect for cognate status (suggesting facilitative transfer from English), but no effect for letter. These results suggest that "s" is not the default letter for representing /s/, contrary to what had been found in a number of previous studies. We discuss the data in the broader context of pedagogical proposals for targeting spelling among college-aged HLLs.

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Section: Spanish Orthographymentioning

confidence: 95%

Section: Spanish Orthographymentioning

confidence: 99%

Section: Spanish Orthographymentioning

confidence: 99%

See 1 more Smart Citation

Linguistic Factors and the Spelling Ability of Spanish Heritage Language Learners

Llombart-Huesca

Zyzik

2019

Front. Educ.

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“…En el caso del español, parece que la conciencia fonológica es importante en el inicio del aprendizaje de la lectura, posteriormente pierde su importancia debido quizá a que el español es una lengua transparente y regular de modo que las reglas de conversión grafema-fonema se aprenden muy rápido (Defior, 2008). De hecho, se ha demostrado que después de dos o tres años de enseñanza-aprendizaje sistemática del lenguaje escrito, los niños alcanzan un alto grado de dominio del código (Caravolas et al, 2013;Defior, Justicia y Martos, 1998;Defior et al, 2002;), siendo a raíz de este punto cuando la lectura fluida comienza a emerger (Defior, Jiménez-Fernández y Serrano, 2006). …”

Section: Periodos Del Desarrollo Lectorunclassified

“…Además, en el caso del español también se apunta a que las habilidades prosódicas se adquieren más tardíamente. Defior et al (2006) mostraron que los niños aprenden a leer correctamente desde muy temprano palabras y pseudopalabras sin tilde; sin embargo, el aprendizaje de la lectura de palabras con tilde se produce más lentamente. …”

Section: Estudios De Intervención En Fluidez Lectora En Españolunclassified