scholarly journals Flaws in the Spanish Translation of Beginning Readers’ Books

LETRAS ◽  
2014 ◽  
pp. 111-122
Author(s):  
Sonia Rodríguez Salazar
Keyword(s):  
Phonological Awareness ◽  
Writing Skills ◽  
Beginning Readers ◽  
Spanish Translation ◽  
Reading And Writing ◽  
Reading Patterns ◽  
Initial Reading

This article presents the main results of an analysis of important flaws in the Spanish translation of a number of children’s story books, known as Beginning Readers’ Books. It addresses errors which can affect the children’s process of acquiring reading and writing skills. These deficiencies can be attributed to the translators’ lack of familiarity with the initial reading patterns and their relation to a phonological awareness of Spanish. This study aims to provide initial guidelines for a translation of this sort. Se exponen los principales resultados de un estudio que analiza significativas deficiencias en la traducción al español de varios tomos de cuentos, bajo el título general de Beginning Readers’ Books. Se trata de errores que afectan el proceso de lectoescritura del lector meta. Tales deficiencias se atribuyen al desconocimiento de patrones básicos de lectura y su relación con la conciencia fonológica del español. El estudio tiene como objetivo ofrecer una guía inicial para mejorar este tipo de traducciones. 

scholarly journals Avaliação da linguagem oral e escrita no pré-escolar e nos primeiros anos de escolaridade

2021 ◽  
pp. 40-53
Author(s):  
Joana Batalha ◽  
Maria Lobo ◽  
Antónia Estrela ◽  
Bruna Bragança
Keyword(s):  
Phonological Awareness ◽  
Early Literacy ◽  
Word Reading ◽  
Writing Skills ◽  
First Grade ◽  
Literacy Skills ◽  
Early Years ◽  
Second Grade ◽  
Syntactic Awareness ◽  
Reading And Writing

In this article, we present an assessment instrument aimed at diagnosing oral language and reading and writing skills in children attending pre-school (5 years) and the early years of primary school. The instrument was mainly designed for the school context, and it was developed in collaboration with kindergarten educators and primary teachers who participated in PIPALE - Preventive Intervention Project for Reading and Writing, a project which is integrated in the National Program for the Promotion of School Success. The instrument covers the assessment of phonological and syntactic awareness, comprehension of syntactic structures, early literacy, and reading and writing skills (word reading, word and sentence writing, text comprehension, and text production). Besides offering a detailed description of the structure and tasks of the instrument, the present study includes the results of the first implementation of this tool to a total of 495 students in pre-school, first grade and second grade. The results show significant differences between the three groups (pre-school, first grade and second grade) in phonological awareness (identification of initial syllable, initial phoneme and final rhyme) and between the younger groups and the second graders in syntactic awareness (acceptability judgement task) and early literacy skills. As for reading and writing skills, the results show better performance in reading tasks than in writing tasks, a strong significant correlation between phonological awareness and word reading and word writing, and between literacy skills and word reading and writing. We also found a milder correlation between syntactic awareness and reading comprehension, as well as text writing. These results suggest that the instrument is effective for an early diagnosis and early intervention of reading and writing skills.

scholarly journals Phonological Processing and Reading and Writing Skills in Literacy

2017 ◽  
Vol 27 (68) ◽  
pp. 298-305 ◽  
Author(s):  
Gabriela Guarnieri Mendes ◽  
Sylvia Domingos Barrera
Keyword(s):  
Factor Analysis ◽  
Phonological Awareness ◽  
Phonological Processing ◽  
Visual Processing ◽  
Cognitive Skills ◽  
Writing Skills ◽  
Rapid Naming ◽  
Phonological Memory ◽  
Reading And Writing ◽  
The Third

Abstract: Studies suggest the influence of phonological processing on literacy, although there is controversy about the cognitive skills underlying this construct. This study investigated the contribution of phonological awareness, phonological memory, rapid naming and visual processing in reading and writing performance of a sample of 50 students of the 3rd grade of an Elementary Public School. The results indicated that phonological awareness and phonological memory are the skills that contributed most to the initial performance in reading and writing. In respect of rapid naming, only the letters naming showed significant correlation with reading and writing and there was no correlation between visual processing and reading or writing. The exploratory factor analysis suggested the grouping of variables in three factors, the first formed by the phonological memory and phonological awareness, the second formed by the rapid naming and the third by the visual processing.

scholarly journals Przygotowanie dzieci do podjęcia nauki w szkole w refleksji początkującego nauczyciela

2021 ◽  
pp. 7-19
Author(s):  
Anna Duda-Łyszczyk
Keyword(s):  
Professional Development ◽  
Phonological Awareness ◽  
Writing Skills ◽  
Reading And Writing ◽  
Professional Career ◽  
Legal Provisions ◽  
Group I ◽  
Theoretical Assumptions ◽  
The Future ◽  
Young Teacher

Preparing children to start school at the reflection of a beginner teacher The article discusses the work of a young teacher who starts his professional career from a grade zero. Teachers are subject to certain restrictions and are required to comply with the legal provisions laid down by statutes. Starting work as a teacher prompts reflection on the choice of methods and forms of work, taking into account the teacher’s obligations set out in legal acts. A teacher working in a kindergarten should prepare children to enter school so that they can master reading and writing skills in the future. Referring to the theory of a reflective teacher, I tried to consider the professional development of a teacher who is looking for the best method of work for him, and thus creates his own method of shaping phonological awareness in children. This method is an original reconstruction of J. Reichen’s reading method. The article presents both the theoretical assumptions of his method and notes from the observation carried out during the introduction of innovations to the preschool group. I also try to answer the question, how does the introduction of innovations affect the professional development of the teacher and the development of children?

Technical Reading and Writing Skills and Their Relationship with Linguistic Processes in Children with a Cleft (Lip and) Palate: A Comparison with Peers

2020 ◽  
pp. 1-11
Author(s):  
Cassandra Alighieri ◽  
Kim Bettens ◽  
Anke Adriaansen ◽  
Eline Nevenjans ◽  
Anke Malfroid ◽  
...  
Keyword(s):  
Working Memory ◽  
Phonological Awareness ◽  
Psychosocial Functioning ◽  
Cleft Lip ◽  
Cleft Lip And Palate ◽  
Writing Skills ◽  
Word Decoding ◽  
Decoding Skills ◽  
Reading And Writing ◽  
Writing Tests

<b><i>Introduction:</i></b> Poor word decoding skills and writing skills can impact job opportunities and psychosocial functioning. Despite the importance of identifying possible literacy problems for the child’s future performance, there seems to be no consensus on this topic in children with a cleft of the palate with or without a cleft of the lip (CP±L). The aim of this study was to investigate reading and writing skills and their relationship with linguistic processes in Dutch-speaking children with a CP±L compared to a group of children without a CP±L. <b><i>Methods:</i></b> Twelve children with a CP±L and 12 children without a CP±L (age range 7–12 years) were included in the study. The 2 groups were matched based on age, gender, and socioeconomic status. An assessment battery including language, reading, and writing tests was administered to both groups. <b><i>Results:</i></b> No statistically significant differences in reading and writing skills were found when comparing children with and without a CP±L. Interestingly, a moderate correlation was found between the children’s reading skills and phonological awareness. Moderate correlations were also revealed between writing skills and several working memory tasks. <b><i>Discussion/Conclusion:</i></b> Our findings did not provide evidence for any difference in word decoding skills and writing skills between children with a CP±L and their peers. Some linguistic processes, more specifically phonological awareness and working memory, are important factors that contribute to the child’s literacy development. Identification of these linguistic skills can provide important information on the child’s future reading and writing performance. Future studies should increase sample sizes to confirm these results.

Using Escribo Play Video Games to Improve Phonological Awareness, Early Reading, and Writing in Preschool

2020 ◽  
Vol 49 (3) ◽  
pp. 188-197
Author(s):  
Americo N. Amorim ◽  
Lieny Jeon ◽  
Yolanda Abel ◽  
Eduardo F. Felisberto ◽  
Leopoldo N. F. Barbosa ◽  
...  
Keyword(s):  
Phonological Awareness ◽  
Word Reading ◽  
Controlled Trial ◽  
Writing Skills ◽  
Reading Scores ◽  
Reading And Writing ◽  
Preschool Students ◽  
Randomized Controlled ◽  
D 20 ◽  
Writing Scores

The increased use of smartphones and tablets sets the stage for new mobile-based educational programs that seek to increase student learning and engagement in school and at home. This study examines the effectiveness of Escribo Play, a game-enhanced educational program, on preschool students’ phonological awareness, word reading, and writing skills. The randomized controlled trial was conducted with 749 students from 62 classrooms from 17 schools located in five cities. Quantitative pretesting and posttesting procedures using standardized instruments were employed. The results indicate that the experimental classrooms that used the 20 games for 3 months gained 68% in their reading scores compared to control classrooms ( d = .40). They also gained 48% more in writing scores ( d = .20). Multilevel analysis indicated that these findings were statistically significant.

THE ROLE OF LITERACY METHODS IN MASTERING OF WRITTEN LANGUAGE BY STUDENTS WITH DEVELOPMENTAL DYSLEXIA

2019 ◽  
Vol 7 (1) ◽  
pp. 10-18
Author(s):  
Tsvetanka Tsenova
Keyword(s):  
Experimental Work ◽  
Developmental Dyslexia ◽  
Reading Skills ◽  
Writing Skills ◽  
Written Language ◽  
Reading And Writing ◽  
Empirical Verification ◽  
Literacy Methods ◽  
The Relationship

This article focuses on the relationship between literacy methods applied at school and the emergence of serious difficulties in mastering reading and writing skills that shape the developmental dyslexia. The problem was analyzed theoretically and subjected to empirical verification. Experimental work was presented which aims to study the phonological and global reading skills of 4- th grade students with and without dyslexia. Better global reading skills have been demonstrated in all tested children, and this is much more pronounced in those with dyslexia than their peers without disorders. Hence, the need to develop a special, corrective methodology for literacy of students with developmental dyslexia consistent with their psychopathological characteristics.

The effects of the World Wide Web on reading and writing skills in a Spanish cultural studies courseLos efectos de la Web en la adquisición de destrezas lectoras y escritas en un curso de cultura hispana

ReCALL ◽  
2000 ◽  
Vol 12 (1) ◽  
pp. 63-72 ◽  
Author(s):  
CARMEN CABOT
Keyword(s):  
Writing Skills ◽  
Written Language ◽  
Web Based ◽  
Reading And Writing ◽  
Spanish Speaking ◽  
South Wales ◽  
Effective Use ◽  
The University ◽  
Task Oriented ◽  
Target Culture

This paper presents the results of a study that demonstrates an effective use of the Web as a tool to increase motivation and thus promote reading and writing skills in Spanish as well as a deeper sense of the culture of the Spanish speaking world. In the study, thirty students of second year Spanish at the University of New South Wales were required to prepare an itinerary for a trip to a Spanish speaking country of their choice using the WWW as the only resource. In general our findings regarding improved language skills were consistent with the literature: an increase of vocabulary, more use of references, more student initiated interactions and greater interactivity in the classroom amongst students were observed. There was, however, one aspect, linguistic accuracy, in which improvement was not greatly noted. The data collected confirms that a task-oriented Web based course can increase the motivation of students, improve the scope of their reading, and enhance their perception of the target culture, all with a great effect on range of language explored, learned and re-processed, but a much lesser effect on the accuracy of written language produced.

Sign in / Sign up

Export Citation Format

Share Document