Skip to main content Accessibility help
×
Home

Metalinguistic Awareness and Reading Acquisition in the Spanish Language

  • Juan E. Jiménez González (a1) and María del Rosario Ortiz González (a1)

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.

Copyright

Corresponding author

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: ejimenez@ull.es;Fax: 922-317461

References

Hide All
Ball, E.W. (1993). Phonological awareness: What's important and to whom? Reading and Writing: An Interdisciplinary Journal, 5, 141159.
Bentler, P. (1989). EQS. V.30 Software. Los Angeles, CA: BMDP.
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. 207252). London: Academic Press.
Bowey, J.A., & Francis, J. (1991). Phonological analysis as a function of age and exposure to reading instruction. Applied Psycholinguistics, 12, 91121.
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.
Brown, A.L. (1980). Metacognitive development and reading. In Spiro, R.J., Bruce, B., & Brewer, W.F. (Eds.), Theoretical issues in reading comprehension (pp. 453481). Hillsdale, NJ: Erlbaum.
Bryant, P.E., MacLean, M., Bradley, L., & Crossland, M. (1990). Rhyme, alliteration, phoneme detection, and learning to read. Development Psychology, 26, 110.
Byrne, B.M. (1994). Structural equation modeling with EQS and EQS/Windows. London: Sage.
Carrillo, M.S. (1993). Desarrollo de la conciencia fonológicosilábica y adquisición de la lectura. Unpublished doctoral dissertation, Murcia University, Spain.
Carrillo, M.S. (1994). Development of phonological awareness and reading acquisition. A study in Spanish language. Reading and Writing: An Interdisciplinary Journal, 6, 279298.
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.
Downing, J. (1979). Reading and reasoning. Edinburgh, UK: Chambers.
Ehri, L.C., & Wilce, L.S. (1980). The influence of orthography on readers' conceptualization of the phonemic structure of words. Applied Psycholinguistics, 1, 371385.
Ellis, N., & Large, B. (1987). The development of reading: As you seek, so shall you find. British Journal of Psychology, 78, 128.
Flavell, J.H. (1985). Cognitive development. Englewood Cliffs, NJ: Prentice-Hall.
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. 333). Hillsdale, NJ: Erlbaum.
Francis, H. (1973). Children's experience of reading and notions of units in language. British Journal of Educational Psychology, 43, 1723.
Ganopole, S. (1987). Development of word consciousness prior to first grade. Journal of Reading Behavior, 19, 415436.
Gombert, J.E. (1992). Metalinguistic development. London: Harvester Wheatsheaf.
Goswami, U., & Bryant, P. (1990). Phonological skills and learning to read. Hillsdale, NJ: Erlbaum.
Hakes, D.T. (1980). The development of metalinguistic abilities in children. Berlin: Springer-Verlag.
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, 2340.
Jiménez, J.E., Guzmán, R., & Artiles, C. (1997). Efectos de la frecuencia silábica posicional en el aprendizaje de la lectura. Cognitiva, 1, 327.
Jiménez, J.E., Guzmán, R., & Ortiz, M.R. (1991). Prueba de lectura. Unpublished Test, La Laguna University, Tenerife, Spain.
Jiménez, J.E., & Ortiz, M.R. (1995). Prueba de Segmentación Lingüística. In Conciencia fonológica y aprendizaje de la lectura (pp. 4569). Madrid: Síntesis.
LaBerge, D., & Samuels, S.J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 293323.
León, I. & Hernández, J. (1998). Testing the role of attribution and appraisal in predicting own and other's emotions. Cognition and Emotion, 12, 2743.
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, 237256.
Lorge, I., & Thorndike, R.L. (1954). Lorge-Thorndike Intelligence Test. Boston, MA: Houghton Mifflin Company. (Spanish translation: Test de inteligencia. Madrid: Espasa-Calpe, 1976).
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. 7395). New York: Springer-Verlag.
Lundberg, I., & Hoien , T. (1995). Levels of approaching reading and its difficulties. In Ericson, B. & Rönnberg, J. (Eds.), Reading disability and its treatment (pp. 1136). EMIR, Report N 2, Norrkoping: Eve Malmquist Institute for Reading, Linkoping University.
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, 159173.
Mickish, V. (1974). Children's perceptions of written word boundaries. Journal of Reading Behavior, 6, 1922.
Morais, J., Cary, L., Alegría, J., & Beterlson, P. (1979). Does awareness of speech as a sequence of phones arise spontaneously? Cognition, 7, 323331.
Ortiz, M.R., & Jiménez, J.E. (1993). Prueba de conocimientos sobre el lenguaje escrito. Madrid: TEA Ediciones.
Perfetti, C.A., & Hogaboam, T. (1975). Relationship between single word decoding and reading comprehension skill. Journal of Educational Psychology, 67, 461469.
Read, C., Zhang, Y., Nie, H., & Ding, B. (1986). The ability to manipulate speech sounds depends on knowing alphabetic spelling. Cognition, 24, 3134.
Share, D., Jorm, A., MacLean, R., & Matthews, R. (1984). Sources of individual differences in reading acquisition. Journal of Educational Psychology, 76, 13091324.
Toro, J., & Cervera, M. (1980). Test de análisis de lectura y escritura. Madrid: Pablo del Río.
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. 159189). New York: Springer-Verlag.
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. 144168). New York: Springer-Verlag.
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. 1235). New York: Springer-Verlag.
Tunmer, W.E., Herriman, M.L., & Nesdale, A.R. (1988). Metalinguistic abilities and beginning reading. Reading Research Quarterly, 23, 134158.
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, 109212.
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, 219249.

Keywords

Metalinguistic Awareness and Reading Acquisition in the Spanish Language

  • Juan E. Jiménez González (a1) and María del Rosario Ortiz González (a1)

Metrics

Full text views

Total number of HTML views: 0
Total number of PDF views: 0 *
Loading metrics...

Abstract views

Total abstract views: 0 *
Loading metrics...

* Views captured on Cambridge Core between <date>. This data will be updated every 24 hours.

Usage data cannot currently be displayed