Rapid automatized naming (RAN) and vocabulary are significant predictors of reading in consisting orthographies: A comparison of reading acquisition procedures in bulgarian and spanish
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2018
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Universidad de Almeria
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López Escribano, C., Ivanova, A., Shtereva, K. (2018) Rapid Automatized Naming (RAN) and Vocabulary are significant predictors of reading in consistent orthographies: A comparison or reading acquisition procedures in Bulgarian and Spanish, Electronic Journal of Research in Educational Psychology, 16(1), 147-173 DOI: 10.25115/ejrep.v16i44.1941
Abstract
Introduction. The present study provides description of two typologically diverse languages in origin (Slavic vs. Latin), script (Cyrillic vs. Roman), and internal structure. One of the similarities, between the two studied orthographies is that spelling-sound transparency is quite consistent in both languages. The goal of the present study was to offer a comparison of learning to read in these languages. Specifically, the study compared the importance of several predictors in the development of reading among children learning two consistent orthographies (Bulgarian and Spanish).
Method. A total of 157 children, native speakers of Bulgarian (n=80) and Spanish (n=77), were recruited from three public schools (one in Sofia and two in Madrid) located in middleclass areas. Correlational and regression analyses revealed that Bulgarian and Spanish data were fitted by the same predictors of passage reading efficiency and reading speed.
Results. The analyses showed that RAN-Letters played an important role in predicting reading fluency and passage reading efficiency among children in both languages. In addition, Vocabulary appeared to be a core component skill of reading comprehension, which was equally important for learners of both orthographies. Results showed that when equivalent reading predictors are assessed, the core components of fluency and higher level literacy skills (reading comprehension) appear to be very similar in both consistent orthographies.
Discussion and Conclusion. Theoretical and educational implications that highlight the importance of RAN and Vocabulary assessement and intervention in the first primary school years are discussed.
Introducción. El presente estudio presenta la descripción de dos lenguas tipológicamente diferentes en origen (eslavo y latín), alfabeto (cirílico y romano) y estructura. Una de las similitudes entre las dos lenguas es que la transparencia entre la correspondencia grafemafonema es muy consistente en ambas. El objetivo del presente estudio fue presentar una comparación del aprendizaje de la lectura en las dos lenguas. Concretamente, el estudio comparó la importancia de varios predictores en el desarrollo de la lectura en niños aprendiendo a leer en dos ortografías consistentes (Búlgaro y Español). Método. Un total de 157 niños, hablantes nativos del búlgaro (n=80) y español (n=77), participaron en el estudio, procedentes de tres escuelas públicas (una en Sofía y dos en Madrid) localizadas en áreas de clase social media. Los análisis de correlación y regresión realizados muestran que los datos de los niños Búlgaros y Españoles en eficiencia y velocidad lectora fueron explicados por las mismas variables. Resultados. Los análisis realizados mostraron que la velocidad de nombrar letras (VN-L) juega un rol importante en la predicción de la fluidez y eficiencia lectora en ambas lenguas. Además, el vocabulario es la variable que mejor explica la comprensión lectora, igualmente importante para los aprendices en ambas ortografías. Los resultados mostraron que cuando se evalúan predictores de la lectura equivalentes, los componentes básicos de la fluidez y de habilidades superiores de la lectura (comprensión lectora) son muy similares en las dos ortografías consistentes estudiadas. Discusión y conclusiones. Se discuten las implicaciones teóricas y prácticas que subrayan la importancia de la evaluación e intervención en la VN y el vocabulario en los primeros cursos de primaria.
Introducción. El presente estudio presenta la descripción de dos lenguas tipológicamente diferentes en origen (eslavo y latín), alfabeto (cirílico y romano) y estructura. Una de las similitudes entre las dos lenguas es que la transparencia entre la correspondencia grafemafonema es muy consistente en ambas. El objetivo del presente estudio fue presentar una comparación del aprendizaje de la lectura en las dos lenguas. Concretamente, el estudio comparó la importancia de varios predictores en el desarrollo de la lectura en niños aprendiendo a leer en dos ortografías consistentes (Búlgaro y Español). Método. Un total de 157 niños, hablantes nativos del búlgaro (n=80) y español (n=77), participaron en el estudio, procedentes de tres escuelas públicas (una en Sofía y dos en Madrid) localizadas en áreas de clase social media. Los análisis de correlación y regresión realizados muestran que los datos de los niños Búlgaros y Españoles en eficiencia y velocidad lectora fueron explicados por las mismas variables. Resultados. Los análisis realizados mostraron que la velocidad de nombrar letras (VN-L) juega un rol importante en la predicción de la fluidez y eficiencia lectora en ambas lenguas. Además, el vocabulario es la variable que mejor explica la comprensión lectora, igualmente importante para los aprendices en ambas ortografías. Los resultados mostraron que cuando se evalúan predictores de la lectura equivalentes, los componentes básicos de la fluidez y de habilidades superiores de la lectura (comprensión lectora) son muy similares en las dos ortografías consistentes estudiadas. Discusión y conclusiones. Se discuten las implicaciones teóricas y prácticas que subrayan la importancia de la evaluación e intervención en la VN y el vocabulario en los primeros cursos de primaria.
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