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ERIC Number: EJ1089080
Record Type: Journal
Publication Date: 2013
Pages: 11
Abstractor: As Provided
Reference Count: 66
ISBN: N/A
ISSN: ISSN-2168-3603
Learning to Read in Spanish: Contributions of Phonological Awareness, Orthographic Coding, and Rapid Naming
Clinton, Amanda; Christo, Catherine; Shriberg, David
International Journal of School & Educational Psychology, v1 n1 p36-46 2013
During the past 2 decades, many respective reading processes have been delineated, and much is now known about reading acquisition in children. Most of this research has been completed using English-dominant subjects. As such, the literature focuses on an opaque orthography and aspects of learning to read in this context. In this study, predictors of early reading acquisition in a highly transparent language were researched. Phonological awareness, orthographic coding, and rapid naming tasks were administered to 57 native Spanish-speaking kindergarten children living in Colombia. Correlational analyses showed moderate relationships between all skills tasks and word reading and reading comprehension. Regression analyses showed that orthographic coding best predicted word and nonword reading, whereas naming tasks best predicted reading comprehension, although all measures were highly intercorrelated. Findings suggest that school psychologists must differently conceptualize assessment when working with Spanish language students because highly informative measures of English reading are not as relevant in Spanish.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Colombia