Word reading in Spanish: A comparison between skilled and less skilled beginning readers

1997 ◽  
Vol 18 (3) ◽  
pp. 319-344 ◽  
Author(s):  
Angela Signorini
Keyword(s):  
Phonemic Awareness ◽  
Phonological Processing ◽  
Reading Ability ◽  
Word Reading ◽  
First Grade ◽  
Third Grade ◽  
Specific Information ◽  
Phonological Recoding ◽  
Skilled Readers ◽  
Spanish Speaking

ABSTRACTThe purpose of this study was to investigate word reading abilities in first and third grade Spanish-speaking children who were learning to read in Spanish; the performance of skilled and less skilled readers was compared across measures that assessed phonological recoding ability, knowledge of grapheme-phoneme correspondences, and phonemic awareness. The findings suggest that Spanish-speaking children relied on phonological recoding strategies in the process of becoming readers. First grade, less skilled readers seemed to depend on partial letter-sound knowledge. Furthermore, spelling-sound correspondences appeared to be the main source of information used by first grade, skilled readers and third grade, less skilled readers. The latter seemed to lag behind skilled readers in the use of word-specific information. The phonemic awareness tasks displayed moderate to low correlations with reading ability in the less skilled groups. It is argued that the simple phonological structure of Spanish and its shallow orthography lead to the phonological processing of letter strings during reading acquisition.

scholarly journals Common Misconceptions about the Phonological Deficit Theory of Dyslexia

2021 ◽  
Vol 11 (11) ◽  
pp. 1510
Author(s):  
David L. Share
Keyword(s):  
Struggling Readers ◽  
Phonemic Awareness ◽  
Phonological Processing ◽  
Reading Ability ◽  
Discussion Paper ◽  
Phonological Deficit ◽  
Core Deficit ◽  
The Common ◽  
Deficit Theory ◽  
Common Misconceptions

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.

scholarly journals Learning to Read: the Case of Moroccan Students who Learn Spanish

2013 ◽  
Vol 16 ◽  
Author(s):  
Antonio Aguilera-Jiménez ◽  
Carmen Delgado ◽  
Alfonso Luque ◽  
Francisco J. Moreno-Pérez ◽  
Isabel. R. Rodríguez-Ortiz ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Reading Ability ◽  
Word Reading ◽  
Immigrant Students ◽  
Learning To Read ◽  
Reading Processes ◽  
Spanish Speaking ◽  
Oral Vocabulary ◽  
L1 And L2

AbstractThe aims of this study are to assess L1 and L2 variables that influence the reading acquisition of students of Moroccan origin in the South of Spain and compare their reading ability with native Spanish-speaking children. Participants were 38 students of Moroccan origin and 37 native Spanish-speaking students from the same classes. We used an oral vocabulary test and a reading comprehension test, which taps lexical, semantic, and syntactic reading processes, and reading fluency. The results indicated that immigrant students differed from native Spanish-speaking students in word reading, reading fluency, and the use of punctuation marks, but there were no significant differences in reading comprehension. In native Spanish-speaking students, reading comprehension correlated significantly with oral vocabulary and the other reading processes, but in the students of Moroccan origin, only receptive oral vocabulary in L2 correlated with the use of punctuation marks. Being in schools with educational resources specifically aimed at helping the Moroccan pupils was associated with a higher level of word reading in immigrant students.

Predictors of reading among Herero–English bilingual Namibian school children

2005 ◽  
Vol 8 (3) ◽  
pp. 239-254 ◽  
Author(s):  
KAZUVIRE VEII ◽  
JOHN EVERATT
Keyword(s):  
Phonological Processing ◽  
Reading Ability ◽  
Word Reading ◽  
Literacy Skills ◽  
Semantic Fluency ◽  
Linguistic Processing ◽  
Central Processing ◽  
English Bilingual ◽  
Cognitive Linguistic ◽  
Sound Discrimination

Predictions derived from the central processing and script dependent hypotheses were assessed by measuring the reading ability of 116 Grade 2–5 Herero–English bilingual children in Namibia ranging in age from 7 to 12 and investigating possible predictors of word reading among measures of cognitive/linguistic processes. Tasks included measures of word reading, decoding, phonological awareness, verbal and spatial memory, rapid naming, semantic fluency, sound discrimination, listening comprehension and non-verbal reasoning. Faster rates of improvement in literacy within the more transparent language (Herero) supported the predictions of the script dependent hypothesis. However, the central processing hypothesis was also supported by evidence indicating that common underlying cognitive-linguistic processing skills predicted literacy levels across the two languages. The results argue for the importance of phonological processing skills for the development of literacy skills across languages/scripts and show that phonological skills in the L2 can be reliable predictors of literacy in the L1.

Teaching Phonological Recoding to Young Children with Phonological Processing Deficits: The Effect on Sight-Vocabulary Acquisition

1997 ◽  
Vol 20 (2) ◽  
pp. 104-125 ◽  
Author(s):  
Joanna K. Uhry ◽  
Margaret Jo Shepherd
Keyword(s):  
Phonological Awareness ◽  
Phonological Processing ◽  
Word Reading ◽  
Individual Case ◽  
Response To Treatment ◽  
Individual Response ◽  
Phonological Recoding ◽  
Sight Word ◽  
Nonword Reading ◽  
Sight Word Reading

This training study combines within-subjects comparisons of several literacy tasks with individual case studies of children with dyslexia over a five-month reading intervention. It was hypothesized that 12 first- and second-grade children with deficits in phonological processing could be taught to use phonological recoding strategies through direct-instruction tutorials. Training included (a) phonological awareness in the form of instruction in segmenting and spelling, (b) letter-sound associations, and (c) guided reading using both phonics-controlled and narrative-controlled text. As a group, the children made significant gains in standard scores on sight-word reading, nonword reading, and spelling. After training, contrary to previous descriptions of children with dyslexia, nonword reading was at least as strong as sight-word reading for the group and for eight of the 12 individual children. There was a great deal of variation in individual response to treatment, with less progress for children with concomitant deficits in phonological awareness and phonological coding in lexical access as measured by rapid continuous, or serial, naming.

Excellent Word-Reading Ability in the Context of an Autism Spectrum Disorder: A Case Study of a Swedish-Speaking 7-Year-Old Boy

2014 ◽  
Vol 13 (1) ◽  
pp. 88-102 ◽  
Author(s):  
Jakob Åsberg Johnels ◽  
Carmela Miniscalco
Keyword(s):  
Autism Spectrum Disorder ◽  
Phonological Processing ◽  
Reading Ability ◽  
Word Reading ◽  
Memory Performance ◽  
Information Source ◽  
Detailed Examination ◽  
Autism Spectrum ◽  
Spectrum Disorder

This case study seeks to extend our knowledge of the phenotype associated with excellent word reading in autism spectrum disorder by a detailed examination of psycholinguistic, neuropsychological/cognitive, and classroom/academic functioning of a Swedish-speaking 7-year-old boy (called “Jonas”). On age-referenced word reading-decoding assessment, Jonas scored among the top 7%. Reading comprehension status varied as a function of information source. Jonas’s phonological processing and phonological memory performance was found to be normal to strong. In contrast, he scored poorly on tests of oral semantic, syntactical, and narrative language. On the WISC-III, Jonas performed highly uneven across subtests from impaired to above average levels. On the Kaufman factors, Jonas had a peak in perceptual organization (IQ score 119), thus reflecting very strong visual attention skills, which together with normal to strong phonological abilities might underlie his excellent word reading. Finally, both his parents and teacher reported on other classroom-learning skills and difficulties.

scholarly journals A longitudinal study of phonological processing skills and reading in bilingual children

2005 ◽  
Vol 26 (4) ◽  
pp. 559-578 ◽  
Author(s):  
ADÈLE LAFRANCE ◽  
ALEXANDRA GOTTARDO
Keyword(s):  
Working Memory ◽  
Longitudinal Study ◽  
Phonological Awareness ◽  
Phonological Processing ◽  
Reading Ability ◽  
Word Reading ◽  
Naming Speed ◽  
Bilingual Children ◽  
Orthographic Depth ◽  
French And English

French/English bilingual children (N=40) in French language schools participated in an 8-month longitudinal study of the relation between phonological processing skills and reading in French and English. Participants were administered measures of phonological awareness, working memory, naming speed, and reading in both languages. The results of the concurrent analyses show that phonological awareness skills in both French and English were uniquely predictive of reading performance in both languages after accounting for the influences of cognitive ability, reading ability, working memory, and naming speed. These findings support the hypothesis that phonological awareness is strongly related to beginning word reading skill in an alphabetic orthography. The results of the longitudinal analyses also suggest that orthographic depth influences phonological factors related to reading.

scholarly journals Neural and functional correlates of impaired reading ability in schizophrenia

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Clément Dondé ◽  
Antigona Martinez ◽  
Pejman Sehatpour ◽  
Gaurav H. Patel ◽  
Rebecca Kraut ◽  
...  
Keyword(s):  
Functional Connectivity ◽  
Functional Outcome ◽  
Functional Capacity ◽  
Reading Fluency ◽  
Phonological Processing ◽  
Reading Ability ◽  
Word Reading ◽  
Matching Task ◽  
Resting State Functional Connectivity ◽  
Specific Level

Abstract Deficits in early auditory processing (EAP) are a core component of schizophrenia (SZ) and contribute significantly to impaired overall function. Here, we evaluate the potential contributions of EAP-related impairments in reading to functional capacity and outcome, relative to effects of auditory social cognitive and general neurocognitive dysfunction. Participants included 30-SZ and 28-controls of similar age, sex, and educational achievement. EAP was assessed using an auditory working memory (tone-matching) task. Phonological processing and reading Fluency were assessed using the Comprehensive Test of Phonological Processing and Woodcock-Johnson reading batteries, respectively. Auditory-related social cognition was assessed using measures of emotion/sarcasm recognition. Functional capacity and outcome were assessed using the UCSD Performance-based Skills Assessment and Specific Level of Functioning scale, respectively. fMRI resting-state functional-connectivity (rsFC) was used to evaluate potential underlying substrates. As predicted, SZ patients showed significant and interrelated deficits in both phonological processing (d = 0.74, p = 0.009) and reading fluency (d = 1.24, p < 0.00005). By contrast, single word reading (d = 0.35, p = 0.31) was intact. In SZ, deficits in EAP and phonological reading ability significantly predicted reduced functional capacity, but not functional outcome. By contrast, deficits in reading fluency significantly predicted impairments in both functional capacity and functional outcome. Moreover, deficits in reading fluency correlated with rsFC alterations among auditory thalamus, early auditory and auditory association regions. These findings indicate significant contributions of EAP deficits and functional connectivity changes in subcortical and early auditory regions to reductions in reading fluency, and of impaired reading ability to impaired functional outcome in SZ.

Effects of Phonemic Awareness Training on Low- and Middle-Achieving First Graders' Phonemic Awareness and Reading Ability

1994 ◽  
Vol 26 (3) ◽  
pp. 277-300 ◽  
Author(s):  
Sue Weiner
Keyword(s):  
Phonemic Awareness ◽  
Reading Ability ◽  
First Graders ◽  
Skill Training ◽  
First Grade ◽  
Control Group ◽  
Control Groups ◽  
Awareness Training ◽  
Phonemic Awareness Training ◽  
And Control

This study investigated the effect of phonemic awareness training on the phonemic awareness and reading ability of low- and middle-achieving first-grade readers ( N=19). Random assignment was made to one control group and three experimental: phonemic skill training only (“skill and drill”), phonemic skill training plus decoding (“semi-conceptual”), and phonemic skill training plus decoding and reading (“conceptual”). Outcome measures included tests of segmentation, deletion, deletion and substitution, and both standardized and informal tests of reading. Results indicated no significant differences among the experimental and control groups on measures of phonemic awareness (segmentation excepted) or reading. Findings also revealed that training that provided subjects with a conceptual connection between phonemic skills and reading was generally ineffective for low readers. These results suggest that phonemic awareness training for low- and middle-achieving beginning readers may not be unequivocally beneficial.

The development of phonemic awareness in reading-disabled children

1999 ◽  
Vol 20 (1) ◽  
pp. 149-158 ◽  
Author(s):  
JAMIE L. METSALA
Keyword(s):  
Phonemic Awareness ◽  
Reading Ability ◽  
Word Reading ◽  
Reading Level ◽  
Disabled Children ◽  
Normally Achieving ◽  
Traditional Design ◽  
Pseudoword Reading ◽  
Reading Disabled

Reading-disabled children display a phonemic awareness deficit when compared with normally achieving children matched for word reading ability. However, previous research has not examined phonemic awareness deficits in reading-disabled children when compared with children matched on pseudoword reading. This article examines phonemic awareness ability in both a traditional design and a pseudoword reading level match design. The results show that a group of reading-disabled children who show typical pseudoword reading and phonemic awareness deficits in the traditional reading level match design nonetheless have phonemic awareness skills commensurate with their level of pseudoword reading ability.

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