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Entrenamiento en conocimiento fonológico en lengua euskera: estudio de caso único
Abstract
El conocimiento fonológico es un predictor importante del rendimiento lector futuro y es una habilidad que puede entrenarse. Además, estudios realizados en muestras bilingües revelan la trasferencia de conocimiento fonológico entre unas lenguas y otras. En este estudio se entrenó el conocimiento fonológico de A., niña de 4 años y 4 meses de edad, en euskera, lengua cooficial en la Comunidad Autónoma del País Vasco junto al castellano, siendo ambas lenguas transparentes. Los resultados ponen de relieve una mejora en el conocimiento fonológico en euskera así como una transferencia del conocimiento fonológico de euskera a castellano. Las implicaciones de estos resultados son discutidas.
... Se presentaron cuatro tareas: 1) 10 palabras en euskera (Ferrero y Goikoetxea, 2007); 2) 10 palabras suecas; 3) 10 pseudopalabras; y 4) 10 palabras familiares de alta frecuencia (Fajardo, Hernández y González, 2012), leídas y producidas oralmente. ...
... Estos datos, de nuevo, podrían ser explicados por la singular estructura consonántica de las palabras suecas. El hecho de que exista una mayor activación en el HI en T1 (euskera), T3 (pseudopalabras) y T4 (familiares) podría ser explicado por la transferencia de los procesos implicados en la decodificación fonológica entre distintas lenguas que comparten un mismo código (Ferrero y Goikoetxea, 2007). ...
Aunque los procesos lectores están bien documentados desde modelos cognitivos, se conocemenos su correlato neurofuncional y lateralización. Está estudiada la participación hemisférica en lenguaje oral y en algunos procesos del lenguaje escrito, localizados preferentemente en el hemisferio izquierdo, pero no se ha descrito la existencia de un patrón de activación diferenciado en tareas de lectura de palabras y conciencia fonológica.Para analizar estas variables desde esta perspectiva, se presenta una nueva instrumentación tecnológica y metodología de análisis para registrar la actividad electrodermal (EDA) y la actividad electrodermal diferencial (EDA-D) como indicador de la asimetría hemisférica. El instrumento mide el valor diferencial de la variable EDA y ha sido utilizado en otras aplicaciones, permitiendo conocer la activación hemisférica preferente ante tareas. Se registró la activación hemisférica diferencial mediante EDA en tareas de lectura de palabras y conciencia fonológica en 30 participantes (15 mujeres y 15 varones). Se registró también la activación basal de cada participante como medida inicial; posteriormente, se presentaron en formato powerpoint, cuatro tareas de lectura: palabras en euskera, palabras suecas, pseudopalabras y palabras familiares, y dos tareas de conciencia fonológica. Los resultados muestran patrones diferenciados en y entre algunas tareas.
A study investigated the factors influencing the English word identification performance of Spanish-speaking beginning readers. Beginning readers were administered tests of letter naming, Spanish phonological awareness, Spanish and English word recognition, and Spanish and English oral proficiency. Multiple-regression analyses revealed that the readers' performance on English word and pseudoword recognition tests was predicted by the levels of both Spanish phonological awareness and Spanish word recognition, thus indicating cross-language transfer. In contrast, neither English nor Spanish oral proficiency affected word-identification performance. Results suggest a specific way in which first-language learning and experience can aid children in the beginning stages of reading.
The present resean-h examines accesibility to different levels of phonological awarenesx and their relationship to the mastery of the alphabetic code in Spanish language. Some linguists have suggested that different phonological units exist in theSpanish language. The main objective zvas thus to verify whether or not such linguistic realities are psy-chological realities as has been found in the English language. Finding out if the subjects are able to represent these linguistic units in their menzories is justified by the importance that these cognitive processes have in the acquisition of an alphabetic code. The first study aimed to discover if a sample of pre-reader subjects was able to represent certain phonological units such as syllables, intrasyllabic units (onset-rhyme) and phonemic units in their memories. The second study was designed to verifi the existingrelationship between different levels of phonological awareness and the mastery of the alphabetic code, measured by using graphenze-phoneme conversion rules in a pseudoword task. The results obtained suggest that the pre-reader subjects are more sensitive to syllabic units, than to intrasyllabic and pho-nemic units. Sinzilarly" a greater nzastery of the alphabetic cocle is associated with higher levels of intransyllabic and phonemic awareness.
The metaphonological abilities of illiterate Spanish-speaking people were evaluated. A group of rudimentary readers who have had deficient schooling was taken as control. The subjects were asked to discriminate between pairs of syllables that are minimally different in terms of phonetic features, to evaluate rhyme relations, to judge whether or not a particular phoneme or syllable was present in an utterance, and to delete and reverse phonemes and syllables. The results show that illiterates are quite good at phonetic discrimination. Almost half of them demonstrated an unequivocal ability to appreciate rhyme. However, their performance on the syllable tasks, and especially on the phoneme tasks, was very poor. There was almost no overlap between the scores of illiterates and rudimentary readers in the phonemic tasks. The present study confirms previous indications that phonemic awareness does not develop as a mere consequence of cognitive or linguistic maturation. It extends this claim to languages that, like Spanish, possess only a small set of vowels. On the other hand, the lack of phonemic awareness does not imply any substantial inferiority in phonemic sensitivity, i.e. the ability to discriminate between minimal pairs.
Castles and Coltheart (2004) argued that the causal link between children's underlying phonological awareness and success in learning to read remains unproven. We argue that the balance of evidence does favor such a causal link. We also argue, however, that learning to read depends on broader language skills and that, like other aspects of development, it needs to be seen in the context of a multicausal system.
We investigated whether some word linguistic properties studied by R. Treiman and S. Weatherston (see record 1992-37025-001) in the English language have the same influence on phonological awareness of preschoolers and kindergartners in the Spanish language. We examined the effects of these word linguistic properties on children's ability to isolate the initial consonant: phoneme articulatory properties, the position of stressed syllables in the words, the presence of initial consonant clusters, and the word length. We found that effects due to word length and the syllable-initial consonant cluster were similar in English and Spanish. In contrast to English-speaking children, the Spanish-speaking children could pronounce the first consonant regardless of the position of the stressed syllable, and continuant consonants were easier to isolate than stop consonants. Implications for the training of phonological awareness in the Spanish language are discussed.
This book sets out to integrate recent exciting research on the precursors of reading and early reading strategies adopted by children in the classroom. It aims to develop a theory about why early phonological skills are crucial in learning to read, and shows how phonological knowledge about rhymes and other units of sound helps children learn about letter sequences when beginning to be taught to read. The authors begin by contrasting theories which suggest that children's phonological awareness is a result of the experience of learning to read and those that suggest that phonological awareness precedes, and is a causal determinant of, reading. The authors argue for a version of the second kind of theory and show that children are aware of speech units, called onset and rime, before they learn to read and spell. An important part of the argument is that children make analogies and inferences about these letter sequences in order to read and write new words.
A quantitative meta-analysis evaluating the effects of systematic phonics instruction compared to unsystematic or no-phonics instruction on learning to read was conducted using 66 treatment-control comparisons derived from 38 experiments. The overall effect of phonics instruction on reading was moderate, d = 0.41. Effects persisted after instruction ended. Effects were larger when phonics instruction began early (d = 0.55) than after first grade (d = 0.27). Phonics benefited decoding, word reading, text comprehension, and spelling in many readers. Phonics helped low and middle SES readers, younger students at risk for reading disability (RD), and older students with RD, but it did not help low achieving readers that included students with cognitive limitations. Synthetic phonics and larger-unit systematic phonics programs produced a similar advantage in reading. Delivering instruction to small groups and classes was not less effective than tutoring. Systematic phonics instruction helped children learn to read better than all forms of control group instruction, including whole language. In sum, systematic phonics instruction proved effective and should be implemented as part of literacy programs to teach beginning reading as well as to prevent and remediate reading difficulties.
The development of spelling skills was investigated at four points over the first 3 years of schooling in 153 British children. In order to uncover the developmental relationship between spelling and reading ability and to identify the component skills of spelling, children were assessed with a large battery of tests, including reading, phoneme awareness, letter-sound and letter-name knowledge, memory, and verbal and nonverbal IQ. Spelling productions were assessed both for phonological plausibility and for conventional accuracy. A path analysis revealed that phoneme segmentation and letter-sound knowledge were the precursor skills of early phonological spelling ability; in turn phonological spelling combined with reading to promote conventional spelling skill. Although initial phonological spelling ability predicted later reading, early reading ability did not influence later phonological spelling ability. These results indicate that skilled spelling requires a foundation in phonological transcoding ability which in turn enables the formation of orthographic representations. Our data also suggest that the increasingly complex and specific orthographic patterns demonstrated in children's spelling are learned through experience and instruction in both reading and spelling.