NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1203387
Record Type: Journal
Publication Date: 2019-Feb
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0141-0423
Orthographic Learning in Spanish Children: Influence of Previous Semantic and Phonological Knowledge
Álvarez-Cañizo, Marta; Suárez-Coalla, Paz; Cuetos, Fernando
Journal of Research in Reading, v42 n1 p137-149 Feb 2019
Orthographic learning is one of the steps needed to achieve reading fluency. There are different variables that could influence the formation of orthographic representations. The aim of this study was to investigate the role of the previous semantic and phonological knowledge on the formation of orthographic representations. We used a decrease of the length effect as the measure of orthographic learning. We made a reading aloud task that utilised new words with Spanish children from third grade under three different conditions: with prior semantic and phonological training, with prior phonological training and without training. Results showed that knowing the meaning and the phonological form of the words facilitated the formation of orthographic representations, as the length effect was significantly lower than in the other conditions, and it also improved the children's reading performance.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A