Predictors of Reading and Spelling Words Change as a Function of Syllabic Structure in Spanish

We investigated the longitudinal predictors of reading and spelling of words and pseudowords with different syllabic structures in a shallow orthography. Participants were 47 Spanish-speaking children from kindergarten to second grade. Letter knowledge, phonological awareness, and rapid automatized...

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Bibliographic Details
Published in:Psicología educativa (Madrid) 2020-01, Vol.26 (1), p.37-48
Main Authors: Martínez, Naroa, Goikoetxea, Edurne
Format: Article
Language:English
Subjects:
alphabet knowledge
Conocimiento de las letras
Conocimiento fonológico
Consciousness
Desarrollo de la lectura
Elementary school students
Estructura silábica
Grade 2
Graphemes
Investigación longitudinal
Kindergarten
Knowledge
Language
Learning Processes
Letters (Correspondence)
Literacy
longitudinal research
Longitudinal studies
Mediation
Multiple regression analysis
Naming
Nonwords
Orthography
Ortografía transparente
Phoneme Grapheme Correspondence
Phonemic Awareness
Phonological awareness
Phonology
Reading
Reading Achievement
Reading acquisition
reading development
Regression analysis
shallow orthography
Skills
Spanish language
Spelling
Stimuli
Structure-function relationships
syllable structure
Syllables
Words
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Summary:We investigated the longitudinal predictors of reading and spelling of words and pseudowords with different syllabic structures in a shallow orthography. Participants were 47 Spanish-speaking children from kindergarten to second grade. Letter knowledge, phonological awareness, and rapid automatized naming were evaluated at the beginning and at the end of the school year, and reading and spelling skills were assessed at the beginning of the following year. Hierarchical multiple regression analysis revealed that letter knowledge was the strongest predictor of reading and spelling words and pseudowords with simple syllables after 6 and 12 months. Phonological awareness predicted reading and spelling stimuli with complex syllables. Mediation analysis confirmed the mediator role of phonological awareness in the relationship between letter knowledge and reading and spelling with complex syllabic stimuli. This research provides longitudinal evidence that the syllabic structure determines the role of letter knowledge and phonological awareness in reading and spelling skills in Spanish. Understanding the knowledge that is key to learning to read and write may lead to improving methods and materials for literacy in Spanish language.
ISSN:1135-755X
2174-0526
DOI:10.5093/psed2019a20