Hostname: page-component-78c5997874-ndw9j Total loading time: 0 Render date: 2024-11-12T19:39:06.875Z Has data issue: false hasContentIssue false
  • English
  • Français

Metalinguistic Awareness and Reading Acquisition in the Spanish Language

Published online by Cambridge University Press:  10 April 2014

Juan E. Jiménez González  and
María del Rosario Ortiz González
Juan E. Jiménez González*
Affiliation:
University of La Laguna
María del Rosario Ortiz González
Affiliation:
University of La Laguna
*
Correspondence concerning this article should be addressed to Juan E. Jiménez González, Departamento de Psicología Evolutiva y de la Educación.Universidad de La Laguna. Campus de Guajara. 38200 Islas Canarias (Spain). E-mail: [email protected];Fax: 922-317461
Get access Rights & Permissions [Opens in a new window]

Abstract

This research was designed to establish the importance of phonological awareness and print awareness in learning to read Spanish. A sample of 136 preliterate Spanish children (70 boys and 66 girls) whose ages ranged from 5.1 to 6.6 years (average age 5.6 years) participated in the study. The results, using path analysis, from this longitudinal study support the existence of a relationship between phonological awareness and reading. Moreover, the findings of this study reveal the importance of syllabic awareness, at least in Spanish, in the development of other levels of phonological awareness and in its early relation with reading. The results also confirm the existence of a relationship between print awareness and reading comprehension.

El objetivo de esta investigación era estudiar la importancia que tiene el conocimiento fonológico y el conocimiento general acerca del lenguaje escrito, en el aprendizaje de la lectura en lengua española. Por ello, se seleccionó una muestra de 136 niños españoles prelectores (70 niños y 66 niñas) con edades comprendidas entre 5.1 y 6.6 años. Los resultados obtenidos a través del estudio longitudinal muestran la existencia de una relación entre conocimiento fonológico y aprendizaje de la lectura y entre conocimiento general del lenguaje escrito y comprensión lectora. Además, los resultados también muestran la importancia que tiene el conocimiento silábico en la adquisición temprana de la lectura y en el desarrollo de otros niveles de conocimiento fonológico, al menos en español.

Keywords

metalinguistic awarenesspath analysisreading acquisitioncorrespondence between graphemes and phonemesphonological awarenessprint awarenessconocimiento meta-lingüísticoanálisis de víasadquisición de la lecturacorrespondencia grafema-fonemaconocimiento fonológicoconocimiento del lenguaje escrito
Type
Articles
Information
The Spanish Journal of Psychology , Volume 3 , May 2000 , pp. 37 - 46
Copyright
Copyright © Cambridge University Press 2000

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Ball, E.W. (1993). Phonological awareness: What's important and to whom? Reading and Writing: An Interdisciplinary Journal, 5, 141–159.CrossRefGoogle Scholar
Bentler, P. (1989). EQS. V.30 Software. Los Angeles, CA: BMDP.Google Scholar
Bialystok, E., & Bouchard, E. (1985). A metacognitive framework for the development of first and second language skills. In Forrest-Pressley, D.L., MacKinnon, G.E., & Waller, T. Gary (Eds.), Metacognition, cognition, and human performance (Vol. 1, pp. 207–252). London: Academic Press.Google Scholar
Bowey, J.A., & Francis, J. (1991). Phonological analysis as a function of age and exposure to reading instruction. Applied Psycholinguistics, 12, 91–121.CrossRefGoogle Scholar
Bradley, L., & Bryant, P.E. (1985). Rhyme and reason in reading and spelling. I.A.R.L.D. Monographs 1. Ann Arbor, MI: University of Michigan Press.CrossRefGoogle Scholar
Brown, A.L. (1980). Metacognitive development and reading. In Spiro, R.J., Bruce, B., & Brewer, W.F. (Eds.), Theoretical issues in reading comprehension (pp. 453–481). Hillsdale, NJ: Erlbaum.Google Scholar
Bryant, P.E., MacLean, M., Bradley, L., & Crossland, M. (1990). Rhyme, alliteration, phoneme detection, and learning to read. Development Psychology, 26, 1–10.CrossRefGoogle Scholar
Byrne, B.M. (1994). Structural equation modeling with EQS and EQS/Windows. London: Sage.Google Scholar
Carrillo, M.S. (1993). Desarrollo de la conciencia fonológicosilábica y adquisición de la lectura. Unpublished doctoral dissertation, Murcia University, Spain.Google Scholar
Carrillo, M.S. (1994). Development of phonological awareness and reading acquisition. A study in Spanish language. Reading and Writing: An Interdisciplinary Journal, 6, 279–298.CrossRefGoogle Scholar
Carrillo, M.S., Romero, A., & Sánchez-Meca, J. (1992). Development of phonological-syllabic awareness and beginning reading: A longitudinal study. Paper presented at the V European Conference on Developmental Psychology, Sevilla, Spain.Google Scholar
Downing, J. (1979). Reading and reasoning. Edinburgh, UK: Chambers.CrossRefGoogle Scholar
Ehri, L.C., & Wilce, L.S. (1980). The influence of orthography on readers' conceptualization of the phonemic structure of words. Applied Psycholinguistics, 1, 371–385.CrossRefGoogle Scholar
Ellis, N., & Large, B. (1987). The development of reading: As you seek, so shall you find. British Journal of Psychology, 78, 1–28.CrossRefGoogle Scholar
Flavell, J.H. (1985). Cognitive development. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
Flavell, J.H., & Wellman, H.M. (1977). Metamemory. In Kail, R.V. Jr., & Hagen, W. (Eds.), Perspectives on the development of memory and cognition (pp. 3–33). Hillsdale, NJ: Erlbaum.Google Scholar
Francis, H. (1973). Children's experience of reading and notions of units in language. British Journal of Educational Psychology, 43, 17–23.CrossRefGoogle Scholar
Ganopole, S. (1987). Development of word consciousness prior to first grade. Journal of Reading Behavior, 19, 415–436.CrossRefGoogle Scholar
Gombert, J.E. (1992). Metalinguistic development. London: Harvester Wheatsheaf.Google Scholar
Goswami, U., & Bryant, P. (1990). Phonological skills and learning to read. Hillsdale, NJ: Erlbaum.Google Scholar
Hakes, D.T. (1980). The development of metalinguistic abilities in children. Berlin: Springer-Verlag.CrossRefGoogle Scholar
Jiménez, J.E. (1997). A reading-level match study of phonemic processes underlying reading disabilities in a transparent orthography. Reading and Writing: An Interdisciplinary Journal, 9, 23–40.CrossRefGoogle Scholar
Jiménez, J.E., Guzmán, R., & Artiles, C. (1997). Efectos de la frecuencia silábica posicional en el aprendizaje de la lectura. Cognitiva, 1, 3–27.CrossRefGoogle Scholar
Jiménez, J.E., Guzmán, R., & Ortiz, M.R. (1991). Prueba de lectura. Unpublished Test, La Laguna University, Tenerife, Spain.Google Scholar
Jiménez, J.E., & Ortiz, M.R. (1995). Prueba de Segmentación Lingüística. In Conciencia fonológica y aprendizaje de la lectura (pp. 45–69). Madrid: Síntesis.Google Scholar
LaBerge, D., & Samuels, S.J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 293–323.CrossRefGoogle Scholar
León, I. & Hernández, J. (1998). Testing the role of attribution and appraisal in predicting own and other's emotions. Cognition and Emotion, 12, 27–43.CrossRefGoogle Scholar
Lomax, R.G., & McGee, L. (1987). Young children's concepts about print and reading: Toward a model of word reading acquisition. Reading Research Quarterly, 22, 237–256.CrossRefGoogle Scholar
Lorge, I., & Thorndike, R.L. (1954). Lorge-Thorndike Intelligence Test. Boston, MA: Houghton Mifflin Company. (Spanish translation: Test de inteligencia. Madrid: Espasa-Calpe, 1976).Google Scholar
Lundberg, I., & Hoien, T. (1991). Initial enabling knowledge and skills in reading acquisition: Print awareness and phonological segmentation. In Sawyer, D. & Fox, B. (Eds.), Phonological awareness in reading. The evolution of current perspective (pp. 73–95). New York: Springer-Verlag.CrossRefGoogle Scholar
Lundberg, I., & Hoien , T. (1995). Levels of approaching reading and its difficulties. In Ericson, B. & Rönnberg, J. (Eds.), Reading disability and its treatment (pp. 11–36). EMIR, Report N 2, Norrkoping: Eve Malmquist Institute for Reading, Linkoping University.Google Scholar
Lundberg, I., Olofsson, A., & Wall, S. (1980). Reading and spelling skills in the first school years predicted from phonemic awareness skills in kindergarten. Scandinavian Journal of Psychology, 21, 159–173.CrossRefGoogle Scholar
Mickish, V. (1974). Children's perceptions of written word boundaries. Journal of Reading Behavior, 6, 19–22.CrossRefGoogle Scholar
Morais, J., Cary, L., Alegría, J., & Beterlson, P. (1979). Does awareness of speech as a sequence of phones arise spontaneously? Cognition, 7, 323–331.CrossRefGoogle Scholar
Ortiz, M.R., & Jiménez, J.E. (1993). Prueba de conocimientos sobre el lenguaje escrito. Madrid: TEA Ediciones.Google Scholar
Perfetti, C.A., & Hogaboam, T. (1975). Relationship between single word decoding and reading comprehension skill. Journal of Educational Psychology, 67, 461–469.CrossRefGoogle Scholar
Read, C., Zhang, Y., Nie, H., & Ding, B. (1986). The ability to manipulate speech sounds depends on knowing alphabetic spelling. Cognition, 24, 31–34.CrossRefGoogle Scholar
Share, D., Jorm, A., MacLean, R., & Matthews, R. (1984). Sources of individual differences in reading acquisition. Journal of Educational Psychology, 76, 1309–1324.CrossRefGoogle Scholar
Toro, J., & Cervera, M. (1980). Test de análisis de lectura y escritura. Madrid: Pablo del Río.Google Scholar
Treiman, R. (1991). Phonological awareness and its roles in learning to read and spell. In Sawyer, D.J. & Fox, B.J. (Eds.), Phonological awareness in reading. The evolution of current perspective (pp. 159–189). New York: Springer-Verlag.CrossRefGoogle Scholar
Tunmer, W.E., & Bowey, J.A. (1984). Metalinguistic awareness and reading acquisition. In Tunmer, W.E., Pratt, C., & Herriman, M.L. (Eds.), Metalinguistic awareness in children (pp. 144–168). New York: Springer-Verlag.CrossRefGoogle Scholar
Tunmer, W.E., & Herriman, M.L. (1984). The development of metalinguistic awareness: A conceptual overview. In Tunmer, W.E., Pratt, C., & Herriman, M.L. (Eds.), Metalinguistic awareness in children (pp. 12–35). New York: Springer-Verlag.CrossRefGoogle Scholar
Tunmer, W.E., Herriman, M.L., & Nesdale, A.R. (1988). Metalinguistic abilities and beginning reading. Reading Research Quarterly, 23, 134–158.CrossRefGoogle Scholar
Wagner, R.K., & Torgesen, J.K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skill. Psychological Bulletin, 101, 109–212.CrossRefGoogle Scholar
Wimmer, H., Landerl, K., Linortner, R., & Hummer, P. (1991). The relationship of phonemic awareness to reading acquisition: More consequence than precondition but still important. Cognition, 40, 219–249.CrossRefGoogle ScholarPubMed