dc.contributor.author | Zugarramurdi, Camila | |
dc.contributor.author | Fernández, Lucía | |
dc.contributor.author | Lallier, Marie | |
dc.contributor.author | Valle-Lisboa, Juan Carlos | |
dc.contributor.author | Carreiras, Manuel | |
dc.date.accessioned | 2022-08-05T09:10:52Z | |
dc.date.available | 2022-08-05T09:10:52Z | |
dc.date.issued | 2022 | |
dc.identifier.citation | Zugarramurdi, C., Fernández, L., Lallier, M., Valle-Lisboa, J. C., & Carreiras, M. (2022). Mind the orthography: Revisiting the contribution of prereading phonological awareness to reading acquisition. Developmental Psychology, 58(6), 1003–1016. https://doi.org/10.1037/dev0001341 | es_ES |
dc.identifier.citation | Developmental Psychology | |
dc.identifier.issn | 0012-1649 | |
dc.identifier.uri | http://hdl.handle.net/10810/57219 | |
dc.description | published Online First March 21, 2022. | es_ES |
dc.description.abstract | Reading acquisition is based on a set of preliteracy skills that lay the foundation for future reading abilities.
Phonological awareness—the ability to identify and manipulate the sound units of oral language—
has been reported to play a central role in reading acquisition. However, current evidence is mixed with
respect to its universal contribution to reading acquisition across orthographies. This longitudinal study
examines the development and contribution of phonological awareness to early reading skills in
Spanish, a transparent orthography. The results of a comprehensive battery of phonological awareness
skills in a large sample of children (Time 1 n = 616, 296 females, mean age 5.6, from middle to high
socioeconomic backgrounds; Time 2 n = 397) with no reading experience at study onset suggest that the
development of phonological awareness is delayed in Spanish. Furthermore, our results show that phonological
awareness does not contribute to the prediction of reading acquisition above and beyond other
preliteracy skills. Letter knowledge indexes children’s ability to identify phonemes and thus takes a
more central role in the prediction of early reading skills. Therefore, we underscore the need to thoughtfully
address the distinctive features of the reading acquisition process across orthographies, which
should be taken into account in models of reading and learning to read. | es_ES |
dc.description.sponsorship | This project was funded by ANII FSED_2_2015_1_120741 and ANII
FSED_2_2016_1_131230 Grants. Camila Zugarramurdi received a PhD
Scholarship from Fundación Carolina. | es_ES |
dc.language.iso | eng | es_ES |
dc.publisher | APA | es_ES |
dc.rights | info:eu-repo/semantics/openAccess | es_ES |
dc.subject | phonological awareness | es_ES |
dc.subject | decoding | es_ES |
dc.subject | spanish | es_ES |
dc.subject | transparent orthography | es_ES |
dc.subject | longitudinal study | es_ES |
dc.title | Mind the Orthography: Revisiting the Contribution of Prereading Phonological Awareness to Reading Acquisition | es_ES |
dc.type | info:eu-repo/semantics/article | es_ES |
dc.rights.holder | This document is copyrighted by the American Psychological Association or one of its allied publishers. | es_ES |
dc.relation.publisherversion | https://psycnet.apa.org/ | es_ES |
dc.identifier.doi | 10.1037/dev0001341 | |