Rapid Automatized Naming (RAN) and Vocabulary are significant predictors of Reading in consisting orthographies: A comparison of Reading acquisition procedures in Bulgarian and Spanish

  1. Carmen López-Escribano 1
  2. Anelia Ivanova 1
  3. Katerina Shtereva 2
  1. 1 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

  2. 2 Sofia University
    info

    Sofia University

    Sofía, Bulgaria

    ROR https://ror.org/02jv3k292

Revue:
Electronic journal of research in educational psychology

ISSN: 1696-2095

Année de publication: 2018

Volumen: 16

Número: 44

Pages: 147-173

Type: Article

DOI: 10.25115/EJREP.V16I44.1941 DIALNET GOOGLE SCHOLAR lock_openAccès ouvert editor

D'autres publications dans: Electronic journal of research in educational psychology

Objectifs de Développement Durable

Résumé

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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