Vocabulary depth as preliteracy skill
- Lydia García Gómez Universidad de Salamanca
- Mercedes I. Rueda Sánchez Universidad de Salamanca
Resumen
El objetivo de este estudio es explorar en una muestra de 162 escolares de 3º de Educación Infantil el valor predictor que desempeña la amplitud y profundidad del vocabulario junto con las variables clásicas de conciencia fonológica, velocidad de denominación y conocimiento alfabético en la explicación del progreso en el aprendizaje inicial de la lectura y la escritura. La detección temprana de riesgos en el aprendizaje de la lectura resulta esencial para poder intervenir proactivamente si se constatan indicios de dislexia. El estudio de las habilidades que predicen la adquisición exitosa de la lectoescritura puede ser de utilidad para identificar indicadores de riesgo de dificultades de aprendizaje de la lectura y la escritura en Educación Infantil. Los resultados encontrados constatan la contribución de las variables clásicas y revelan que especialmente la profundidad de vocabulario parece ser un buen predictor del éxito en el rendimiento lectoescritor en edades tempranas. Se comentan las implicaciones educativas del conjunto de estos hallazgos.
Descargas
Citas
Afshari, S. & Tavakoli, M. (2016). The relationship between depth and breadth of vocabulary knowledge and Iranian EFL learners’ listening comprehension. International Journal of Research Studies in Language Learning, 5(5), 13-24. https://doi.org/10.5861/ijrsll.2016.1438
Alonso-Cortés-Fradejas, M.D., López-Aguado, M. & Llamazares-Prieto, M.T. (2021). Vocabulary depth and its contribution to text quality in the early years of primary school. Journal for the Study of Education and Development, 44(1), 82-116. https://doi.org/10.1080/02103702.2020.1848087
Araújo, S., Reis, A., Petersson, K. M. & Faísca, L. (2015). Rapid automatized naming and reading performance: A meta-analysis. Journal of Educational Psychology, 107(3), 868-873. https://doi.org/10.1037/edu0000006
Asaad, H. & Shabdin, A. (2021). The predictive role of morphological awareness and productive vocabulary knowledge in L2 postgraduate students’ academic writing. Eurasian Journal of Applied Linguistics, 7(1), 24-44. https://doi.org/10.32601/ejal.911149
Bateman, B. (1965). An educator’s view of a diagnostic approach to learning disorders. In J. Hellmunth (ed.), Learning Disorders (pp, 219-239). Special Child Populations.
Berninger, V. W., Vaughan, K., Abbott, R. D., Begay, K., Coleman, K. B., Curtin, G., Hawkins, J. M. & Graham, S. (2002). Teaching spelling and composition alone and together: Implications for the simple view of writing. Journal of Educational Psychology, 94(2), 291-304. https://doi.org/10.1037/0022-0663.94.2.291
Binder, K. S., Cote, N. G., Lee, C., Bessette, E. & Vu, H. (2017). Beyond breadth: The contributions of vocabulary depth to reading comprehension among skilled readers. Journal of Research in Reading, 40(3), 333-343. https://doi.org/10.1111/1467-9817.12069
Bohórquez, L. F., Cabal, M. A. y Quijano, M. C. (2014). La comprensión verbal y la lectura en niños con y sin retraso lector. Pensamiento Psicológico, 12(1), 169-182. https://doi.org/10.11144/Javerianacali.PPSI12-1.cvln
Bravo-Valdivieso, L., Villalón, M. y Orellana, E. (2001). Procesos predictivos del aprendizaje inicial de la lectura en primero básico. Boletín de Investigación Educacional, 16, 149-160.
Caravolas, M., Lerväg, A., Defior, S., Sedlová-Málková, G. & Hulme, C. (2013). Different patterns, but equivalent predictors of growth in reading in consistent and inconsistent orthographies. Pyschological Science, 24(8), 1398-1407. https://doi.org/10.1177/0956797612473122
Caravolas, M., Lervåg, A., Mousikou, P., Efrim, C., Litavský, M., Onochie-Quintanilla, E., Salas, N., Schöffelová, M., Defior, S., Mikulajová, M., Seidlová-Málková, G. & Hulme, C. (2012). Common patterns of prediction of literacy development in different alphabetic orthographies. Psychological Science, 23(6), 678-686. https://doi.org/10.1177/0956797611434536
Castillo, C. & Tolchinsky, L. (2018). The contribution of vocabulary knowledge and semantic orthographic fluency to text quality through elementary school in Catalan. Reading and Writing: An Interdisciplinary Journal, 31(2), 293-323. https://doi.org/10.1007/s11145-017-9786-5
Catts, H. W. & Hogan, T. P. (2021). Dyslexia: An ounce of prevention is better than a pound of diagnosis and treatment. Reading League Journal, 2, 6-13 https://doi.org/10.31234/osf.io/nvgje
Catts, H. W., Nielsen, D. C., Bridges, M. S., Lui, Y.S. & Bontempo, D. E. (2015). Early identification of reading disabilities within an RTI framework. Journal of Learning Disabilities, 48(3), 281-297. http://dx.doi.org/10.1177/0022219413498115
Clayton, F.J., Gillian, C.S, Hulme, C. & Lervåg, A. (2020). A longitudinal study of early reading development: letter-sound knowledge, phoneme awareness and RAN, but not letter-sound integration, predict variations in reading development. Scientific Studies of Reading, 24(2), 91-107. https://doi.org/10.1080/10888438.2019.1622546
Defior, S. y Serrano, F. (2011). La conciencia fonémica, aliada de la adquisición del lenguaje escrito. Revista de Logopedia, Foniatría y Audiología, 31(1), 2-13.
Dehaene, S. (2014). El cerebro lector. Siglo Veintiuno Editores.
De la Calle, A.M., Aguilar, M. y Navarro, J.I. (2016). Desarrollo evolutivo de la conciencia fonológica: ¿Cómo se relaciona con la competencia lectora posterior? Revista de Investigación en Logopedia, 6(1), 22-41. https://doi.org/10.5209/rlog.58553
De la Calle, A.M., Guzmán-Simón, F. y García-Jiménez, E. (2018). El conocimiento de las grafías y la secuencia de aprendizaje de los grafemas en español: precursores de la lectura temprana. Revista de Psicodidáctica, 23(2), 128-136. https://doi.org/10.1016/j.psicod.2017.10.002
De la Calle, A.M., Guzmán-Simón, F. y García-Jiménez, E. (2019). Los precursores cognitivos tempranos de la lectura inicial: un modelo de aprendizaje en niños de 6 a 8 años. Revista de Investigación Educativa, 37(2), 345-361. http://dx.doi.org/10.6018/rie.37.2.312661
De la Calle, A.M., F. Guzmán-Simón, F., García-Jiménez, E. y Aguilar, M. (2021). Precursors of Reading Performance and Double- and Triple-Deficit Risks in Spanish. Journal of Learning Disabilities, 54(4), 300-313. https://doi.org/10.1177/0022219420979960
Dickinson, D. K., Nesbitt, K. T., Collins, M. F., Hadley, E. B., Newman, K., Rivera, B. L., Ilgez, H., Nicolopoulou, A., Golinkoff, R.M. & Hirsh-Pasek, K. (2019). Teaching for breadth and depth of vocabulary knowledge: Learning from explicit and implicit instruction and the storybook texts. Early Childhood Research Quarterly, 47, 341-356. https://doi.org/10.1016/j.ecresq.2018.07.012
Domínguez, A.B. y González, V. (2021). Marco teórico general para evaluar la lectura y diseñar prácticas para su enseñanza. Aula: Revista de Pedagogía de la Universidad de Salamanca, 27, 235-248. https://doi.org/10.14201/aula202127235248
Duff, F.J., Fieldsend, E., Bowyer-Crane, C., Hulme, C., Smith, G., Gibbs, S. & Snowling, M.J. (2008). Reading with vocabulary intervention: evaluation of an instruction for children with poor response to reading intervention. Journal of Research in Reading, 31(3), 319-336. https://doi.org/10.1111/j.1467-9817.2008.00376.x
Duff, F. J., Reen, G., Plunkett, K., & Nation, K. (2015). Do infant vocabulary skills predict school-age language and literacy outcomes? Journal of Child Psychology and Psychiatry, and Allied Disciplines, 56(8), 848-856. https://doi.org/10.1111/jcpp.12378
Dujardín, E., Auphan, P., Bailloud, N., Ecalle, J. & Magnan, A. (2021). Tools and Teaching Strategies for Vocabulary Assessment and Instruction: A Review. Social Education Research, 3(1), 34-66. https://doi.org/10.37256/ser.3120221044
Duke, N.K. & Cartwright, K.B. (2021). The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading. Reading Research Quarterly, 56, 25-44. https://doi.org/10.1002/rrq.411
Eason, S. H., Sabatini, J., Goldberg, L., Bruce, K. & Cutting, L. E. (2013). Examining the relationship between word reading efficiency and oral reading rate in predicting comprehension among different types of readers. Scientific Studies of Reading, 17, 199-223. https://doi.org/10.1080/10888438.2011.652722
Ecalle, J., Thierry, X. & Magnan, A. (2020). A brief screening tool for literacy skills in preschool children: An item response theory analysis. Journal of Psychoeducational Assessment, 38(8), 995-1013. https://doi.org/10.1177/0734282920922079
Ehri, L.C. (2014). Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning. Scientific Studies of Reading, 18(1), 5-21. https://doi.org/10.1080/10888438.2013.819356
Ellefson, M. R., Treiman, R. & Kessler, B. (2009). Learning to label letters by sounds or names: A comparison of England and the United States. Journal of Experimental Child Psychology, 102(3), 323-341. https://doi.org/10.1016/j.jecp.2008.05.008
Fernández-Pinto, I., Corral, S. y Santamaría, P. (2013). DST-J. Test para la detección de la dislexia en niños. TEA Ediciones.
Ferroni, M. (2020). Impacto del léxico mental en la comprensión lectora en niños de nivel socioeconómico bajo. Actualidades en Psicología, 34(129), 1-16. https:// 10.15517/ap.v34i129.37043
Ferroni, M. y Diuk, B. (2010). El nombre y el sonido de las letras: ¿conocimientos diferenciables? Summa Psicológica UST,7(2), 15-24. https://doi.org/10.18774/448x.2010.7.118
Ferroni, M., Diuk, B. y Mena, M. (2016). Desarrollo de la lectura y la escritura de palabras con ortografía compleja: sus predictores. Avances en Psicología Latinoamericana, 34 (2), 253-271. http://dx.doi.org/10.12804/apl34.2.2016.04
Gallego, J.L. y Figueroa, S. (2020). Incidencia del vocabulario en la comprensión lectora de estudiantes chilenos con discapacidad intelectual. Revista de Investigación en Logopedia, 10(2), 79-89. https://doi.org/10.5209/rlog.64660
Georgiou, G.K. & Das, J.P. (2018). Direct and indirect effects of executive function on reading comprehension in young adults. Journal of Research in Reading, 41(2), 243-258. https://doi.org/10.1111/1467-9817.12091
Gómez-Vera, G., Sotomayor, C., Bedwell, P., Domínguez, A. M. & Jeldrez, E. (2016). Analysis of lexical quality and its relation to writing quality for 4th grade, primary school students in Chile. Reading and Writing, 29(7), 1317-1336. https://doi.org/10.1007/s11145-016-9637-9
González, R. M., Cuetos, F., Vilar, J. y Uceira, E. (2015). Efectos de la intervención en conciencia fonológica y velocidad de denominación sobre el aprendizaje de la escritura. Aula Abierta, 43, 1-8. https://doi.org/10.1016/j.aula.2014.06.001
González, R., López, S., Vilar, J. y Rodríguez, A. (2013). Estudio de los predictores de la lectura. Revista de investigación en educación, 11(2), 98-110.
González, V. y Domínguez, A.B. (2018). Influencia de las habilidades lingüísticas en las estrategias lectoras de estudiantes sordos. Investigación en Logopedia, 8(1), 1-19. https://doi.org/10.5209/RLOG.59527
González-Valenzuela, M. J., Díaz-Giráldez, F. & López-Montiel, M. D. (2016). Cognitive predictors of word and pseudoword reading in Spanish first-grade children. Frontiers in psychology, 7(774), 1-12. https://doi.org/10.3389/fpsyg.2016.00774
Gough, P.B. & Tunmer, W.E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6-10. https://doi.org/10.1177/074193258600700104
Gutiérrez, R. (2018). Habilidades favorecedoras del aprendizaje de la lectura en alumnos de 5 y 6 años. Revista signos. Estudios de lingüística, 51(96), 45-60. http://dx.doi.org/10.4067/S0718-09342018000100045
Hjetland, H. N., Brinchmann, E. I., Scherer, R. & Melby‐Lervåg, M. (2017). Preschool predictors of later reading comprehension ability: A systematic review. Campbell Systematic Reviews, 13(1), 1-155. https://doi.org/10.4073/csr.2017.14
Hoff, E. (2013). Language development. (5th ed.). Wadsworth/Cengage Learning.
Hulme, Ch. & Snowling, M. (2013). The interface between spoken and written language: Developmental disorders. Philosophical Transactions of The Royal Society B Biological Sciences, 36(91634), 2-7. https://doi.org/10.1098/rstb.2012.0395
Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. 1400 et seq. (2004).
Jiménez, J. E., García, E., O’Shanahan, I. & Rojas, E. (2010). Do Spanish children use the syllable in visual word recognition in learning to read? Spanish Journal of Psychology, 13, 63-74.
Jiménez, J. E. (Coord). (2019). Modelo de respuesta a la intervención. Un enfoque preventivo para el abordaje de las dificultades específicas de aprendizaje. Pirámide.
Juel, C., Griffth, P.L. & Gough, P. B. (1986). Acquisition of literacy: A longitudinal study of children in first and second grade. Journal of Educational Psychology, 78(4), 243-255. https://doi.org/10.1037/0022-0663.78.4.243
Kearns, D.M. & Al Ghanem, R. (2019). The role of semantic information in children’s word reading: Does meaning affect readers’ ability to say polysyllabic words aloud? Journal of Educational Psychology, 111(6), 933-956. https://doi.org/10.1037/edu0000316
Keith, T. Z. (2019). Multiple Regression and Beyond: An Introduction to Multiple Regression and Structural Equation Modeling (3ª ed.). Routledge. https://doi.org/10.4324/9781315162348
Kendeou, P., Savage, R. & van den Broek, P. (2009). Revisiting the simple view of reading. British Journal of Educational Psychology, 79(2), 353–370. https://doi.org/10.1348/978185408X369020
Kim, Y.S. & Pallante, D.H. (2012). Predictors of reading skills for kindergartners and first grade students in Spain: A longitudinal study. Reading and Writing, 25(1), 1-22. https://doi.org/10.1007/s11145-010-9244-0
Kim, Y.S. & Pallante, D.H. (2013). The effect of a multicomponent literacy instruction model on literacy growth for kindergartners and first-grade students in Chile, International Journal of Psychology, 48(5), 747-761. https://doi.org/10.1080/00207594.2012.719628
Kyle, F. E., Campbell, R. & MacSweeney, M. (2016). The relative contributions of speech reading and vocabulary to deaf and hearing children's reading ability. Research in developmental disabilities, 48, 13-24. https://doi.org/10.1016/j.ridd.2015.10.004
Landerl, K., Freudenthaler, H.H., Heene, M., De Jong, P.F., Desrochers, A., Manolitsis, G., Parrila, R. & Georgiou, G.K. (2019). Phonological Awareness and Rapid Automatized Naming as longitudinal predictors of reading in five alphabetic orthographies with varying degrees of consistency. Scientific Studies of Reading, 23(3), 220-234. https://doi.org/10.1080/10888438.2018.1510936
Lázaro, M., Ruiz, T., Escalonilla, A. y Simón, T. (2021). Relación entre conciencia morfológica y destreza lectora: un estudio con niños hispanohablantes. Revista Signos: Estudios de lingüística, 54(105), 32-53. http://dx.doi.org/10.4067/S0718-09342021000100032
Lee, J. (2011). Size matters: Early vocabulary as a predictor of language and literacy competence. Applied Psycholinguistics, 32, 69-92. https://doi.org/10.1017/S0142716410000299
Leseman, P. P. M. & de Jong, P. F. (1998). Home literacy: Opportunity, instruction, cooperation, and social-emotional quality predicting early reading achievement. Reading Research Quarterly, 33(3), 294-318. https://doi.org/10.1598/RRQ.33.3.3
Li, L., Zhu, D. & Wu, X. (2020). The Effects of Vocabulary Breadth and Depth on Reading Comprehension in Middle Childhood: The Mediator Role of Listening Comprehension. Reading & Writing Quarterly, 37(4), 336-347. https://doi.org/10.1080/10573569.2020.1809585
López-Escribano, C. & Beltrán, J. (2009). Early predictors of reading in three groups of native Spanish speakers: Spaniards, Gypsies, and Latin Americans. The Spanish Journal of Psychology, 12, 84-95. https://doi.org/10.1017/S1138741600001505
Maassen, B., Krikhaar, E., van der Leij, A. & Fikkert, P. (2022). Early Productive Vocabulary Composition as Precursor of Dyslexia. Journal of speech, language, and hearing research, 65(2), 760-774. https://doi.org/10.1044/2021_JSLHR-20-00599
Marí-Sanmillán, Mª.I. Gil, Mª.D. y Ceccato, R. (2019). Habilidades predictoras de éxito en el aprendizaje inicial de la lectura y su relación con dos métodos de enseñanza. International Journal of Developmental and Educational Psychology, 3(1), 149-158. https://doi.org/10.17060/ijodaep.2019.n1.v3.1462
Martínez, D., Georgiou, G.K., Tomohiro, I.,Falcón, A. & Parrila, R. (2021). How does rapid automatized naming influence orthographic knowledge? Journal of experimental child psychology, 204, 1-14. https://doi.org/10.1016/j.jecp.2020.105064
Massonnié, J., Bianco, M., Lima, L. & Bressoux, P. (2018). Longitudinal predictors of reading comprehension in French at first grade: Unpacking the oral comprehension component of the simple view. Learning and Instruction, 60, 166-179. https://doi.org/10.1016/j.learninstruc.2018.01.005
Medina, S.L. (2017). Efectos de la conciencia morfológica en la lectura, escritura y comprensión. Modelos mediacionales. [Tesis doctoral, Universidad de Salamanca]. http://hdl.handle.net/10366/137097
Melby-Lervåg, M., Lyster, S. A. H. & Hulme, C. (2012). Phonological skills and their role in learning to read: a meta-analytic review. Psychological Bulletin, 138(2), 322. http://dx.doi.org/10.1037/a0026744
Metsala, J. L. & Walley, A. C. (1998). Spoken vocabulary growth and the segmental restructuring of lexical representations: Precursors to phonemic awareness and early reading ability. In J. L. Metsala y L. C. Ehri (Eds.), Word recognition in beginning literacy (pp. 89–120). Lawrence Erlbaum Associates Publishers.
Miles, J. N. V. & Shevlin, M. (2001). Applying regression and correlation: a guide for students and researchers. Sage.
Mitchell, A.M. & Brady, S.A. (2013). The effect of vocabulary knowledge on novel word identification. Annals of Dyslexia, 63(3), 1-19. https://doi.org/10.1007/s11881-013-0080-1
Muter, V., Hulme, C., Snowling, M.J. & Stevenson, J. (2004). Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: evidence from a longitudinal study. Developmental Psychology, 40(5), 665-681. https://doi.org/10.1037/0012-1649.40.5.665
Nagy, W. E. & Scott, J. A. (2000). Vocabulary processes. In M. Kamil, P. Mosenthal, P. D. Pearson & R. Barr (Eds.), Handbook of Reading Research (pp. 269-284). Lawrence Erlbaum Associates.
Nation, K. & Snowling, M. J. (2004). Beyond Phonological Skills: Broader Language Skills Contribute to the Development of Reading. Journal of Research in Reading, 27(4), 342-356. http://dx.doi.org/10.1111/j.1467-9817.2004.00238.x
National Institute of Child Health and Human Development (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction NIH Publication Nº. 00-4769. Government Printing Office.
Oakhill, J., Cain, K. & Elbro, C. (2019). Reading comprehension and reading comprehension difficulties. In D. A. Kilpatrick, R. M. Joshi & R. K. Wagner (Eds.), Reading Development and Difficulties: Bridging the Gap Between Research and Practice (pp. 83-115). Springer International Publishing.
Ouellette, G. P. (2006). What's meaning got to do with it: The role of vocabulary in word reading and reading comprehension. Journal of Educational Psychology, 98(3), 554-566. https://doi.org/10.1037/0022-0663.98.3.554
Ouellette, G. & Beers, A. (2010). A not-so-simple view of reading: How oral vocabulary and visual-word recognition complicate the story. Reading and Writing, 23, 189-208. http://dx.doi.org/10.1007/s11145-008-9159-1
Ouellette, G. & Shaw, E. (2014). Oral vocabulary and reading comprehension: An intricate affair. L’année psychologique, 4(114), 623-645. https://doi.org/10.3917/anpsy.144.0623
Pan, A. B. y Uccelli, P. (2010). Desarrollo semántico. El aprendizaje del significado de las palabras. En J. Berko y N. Bernstein (Eds.), Desarrollo del lenguaje (pp. 109-141). Pearson.
Panalés, Mª.D. y Palazón, J. (2020). Programa de detección, prevención e intervención de dificultades de lectoescritura. Revista de Educación, Innovación y Formación, 2, 62-80. http://hdl.handle.net/10201/91788
Perfetti, C. (2007). Reading Ability: Lexical Quality to Comprehension. Scientific Studies of Reading, 11(4), 357-383. https://doi.org/10.1080/10888430701530730
Perfetti, C. (2010). Decoding, Vocabulary, and Comprehension. The Golden Triangle of Reading Skill. In M. G. McKeown, y L. Kucan Eds., Bringing Reading Research to Life (pp. 291-302). Guilford.
Perfetti C. & Stafura, J. (2014). Word knowledge in a theory of reading comprehension. Scientific Studies of Reading, 18(1), 22-37. https://doi.org/10.1080/10888438.2013.827687
Pezoa, J.P. y Orellana, P. (2021). The relation between reading comprehension and receptive vocabulary in Chilean students: An exploratory study. OCNOS. Revista de Estudios sobre Lectura, 20(2). https://doi.org/10.18239/ocnos_2021.20.2.2407
Piasta, S. B., Petscher, Y. & Justice, L. M. (2012). How many letters should preschoolers in public programs know? The diagnostic efficiency of various preschool letter-naming benchmarks for predicting first-grade literacy achievement. Journal of educational psychology, 104(4), 954-958. https://doi.org/10.1037/a0027757
Plaza, M. & Cohen, H. (2004). Predictive influence of phonological processing, morphological/syntactic skill, and naming speed on spelling performance. Brain and Cognition, 55(2), 368-373. https://doi.org/10.1016/j.bandc.2004.02.076
Porta, M. E. & Ramírez, G. (2020). The impact of an early intervention on vocabulary, phonological awareness, and letter–sound knowledge among Spanish-speaking kindergarteners. International Journal of School and Educational Psychology, 8(1), 65-79. https://doi.org/10.1080/21683603.2018.1558137
Porta, M.E., Ramírez, G. & Dickinson, D.K. (2021). Effects of a kindergarten phonological awareness intervention on grade one reading achievement among Spanish-speaking children from low-income families. Revista Signos: Estudios de lingüística, 54(106), 409-437. http://dx.doi.org/10.4067/S0718-09342021000200409
Proctor, C.P., Silverman, R.D., Harring, J.R. & Montecillo, Ch. (2012). The role of vocabulary depth in predicting reading comprehension among English monolingual and Spanish–English bilingual children in elementary school. Reading and Writing, 25, 1635-1664. https://doi.org/10.1007/s11145-011-9336-5
Protopapas, A., Mouzaki, A., Sideridis, G. D., Kotsolakou, A. & Simos, P. G. (2013). The Role of Vocabulary in the Context of the Simple View of Reading. Reading & Writing Quarterly, 29(2), 168-202. https://doi.org/10.1080/10573569.2013.758569
Ramos-Tresguerres, C., Cereza, R., Areces, D. & Rodríguez, C. (2021). Relationship between naming speed, cognitive processes and decoding skills in normal readers in primary education. Culture and Education, 33(3), 486-504. https://doi.org/10.1080/11356405.2021.1949110
Ricketts, J., Davies, R., Masterson, J., Stuart, M. & Duff, F. J. (2016). Evidence for semantic involvement in regular and exception word reading in emergent readers of English. Journal of experimental child psychology, 150, 330-345. https://doi.org/10.1016/j.jecp.2016.05.013
Ricketts, J., Lervåg, A., Dawson, N., Taylor, L.A. & Hulme, Ch. (2020). Reading and oral vocabulary development in early adolescence. Scientific Studies of Reading, 24(5), 380-396. https://doi.org/10.1080/10888438.2019.1689244
Ricketts, J., Nation, K. & Bishop, D.V.M. (2007). Vocabulary is important for some, but not all reading skills. Scientific Studies of Reading, 11(3), 235-257. https://doi.org/10.1080/10888430701344306
Ripoll, J. C. y Aguado, G. (2015). Enseñar a leer. Cómo hacer lectores competentes. Editorial EOS.
Rueda, M. I. (2017). El aprendizaje de la lectura y sus dificultades. En Cecilio Fernández, D. y de Cássia Martinelli, S. (Coords.). Aprendizagem escolar na contemporaneidade (pp. 89-116). Juruá.
Rueda, M.I. y Medina-Cárdenas, S.L. (2018). The role of morphological awareness in explaining reading-writing difficulties. Journal for the Study of Education and Development, 41(4), 702-733.https://doi.org/10.1080/02103702.2018.1504861
Rueda, M.I., Sánchez, E. y González, L. (1990). El análisis de la palabra como instrumento de rehabilitación de la dislexia. Infancia y Aprendizaje, 49, 39-52.
Sánchez, S., Martín, R. A., Moreno, I. y Espada, R. M. (2018). Revisión sobre la intervención precoz en dificultades de aprendizaje relacionadas con la lectura. Revista Electrónica Interuniversitaria de Formación del Profesorado, 21(3), 35-45. https://doi.org/10.6018/reifop.21.3.335171
Schmitt, N. (2014). Size and depth of vocabulary knowledge: What the research shows. Language Learning, 64(4), 913-951. https://doi.org/10.1111/lang.12077
Serra-Grabulosa, J.M., Adan, A., Pérez-Pàmies, M., Lachica, J. y Membrives, S. (2010). Bases neurales del procesamiento numérico y del cálculo. Revista Neurología, 50(1), 39-46. https://doi.org/10.33588/rn.5001.2009271
Shuang, L. Quentin, H. & Zhang, P. (2019). Breadth or depth: the role of vocabulary in Chinese English-Language beginning writers’ development. International Journal of Bilingual Education and Bilingualism, 24(9), 1356-1372. https://doi.org/10.1080/13670050.2019.1572066
Slomowitz, R. F., Narayan, A. J., Pennington, B. F., Olson, R. K., DeFries, J. C., Willcutt, E. G. & McGrath, L. M. (2020). In Search of Cognitive Promotive and Protective Factors for Word Reading. Scientific Studies of Reading, 25(5), 397-416. https://doi.org/10.1080/10888438.2020.1821035
Snowling, M. J., Gallagher, A. y Frith, U. (2003). Family risk of dyslexia is continuous: individual differences in the precursors of reading skill. Child development, 74(2), 358-373. https://doi.org/10.1111/1467-8624.7402003
Snowling, M. J. & Melby-Lervåg, M. (2016). Oral language deficits in familial dyslexia: A meta-analysis and review. Psychological Bulletin, 142(5), 498-545. http://dx.doi.org/10.1037/bul0000037
Stoel-Gammon, C. & Sosa, A. V. (2009). Phonological Development. In Hoff, E. y Shatz, M. Eds., Blackwell Handbook of Language Development (pp. 238-256). Blackwell Publishing Ltd.
Strasser, K., Del Río, F. y Larraín, A. (2013). Profundidad y amplitud del vocabulario: ¿Cuál es su rol en la comprensión de historias en la edad pre-escolar? Estudios de Psicología, 34(2), 221-225. https://doi.org/10.1174/021093913806751401
Suárez-Coalla, P., García de Castro, M. y Cuetos, F. (2013). Variables predictoras de la lectura y la escritura en castellano. Infancia y Aprendizaje, 36(1), 77-89. http://dx.doi.org/10.1174/021037013804826537
Swanson, H.L., Kudo, M. & Guzman-Orth, D. (2016). Cognition and Literacy in English Language Learners at Risk for Reading Disabilities: A Latent Transition Analysis. Journal of Educational Psychology, 108(6), 830-856. https://doi.org/10.1037/edu0000102
Tolchinsky, L. (2019). Evolving structure of descriptive texts and learners’ abilities. Journal of Literacy Research, 51(3), 293-314. https://doi.org/10.1177/1086296X19858354
Torppa, M., Lyytinen, P., Erksine, J., Eklund, K. & Lyytinen, H. (2010). Language development, literacy skills, and predictive connections to reading in finnish children with and without familial risk for dyslexia. Journal of Learning Disabilities, 43(4), 308-21. https://doi.org/10.1177/0022219410369096
Tran, A.H., Tremblay, K.A. & Binder, K.S. (2020). The Factor Structure of Vocabulary: An Investigation of Breadth and Depth of Adults with Low Literacy Skills. Journal of Psycholinguistic Research, 49, 335-350. https://doi.org/10.1007/s10936-020-09694-8
Tunmer, W. E. & Chapman, J. W. (2012). The simple view of reading redux: vocabulary knowledge and the independent components hypothesis. Journal of learning disabilities, 45(5), 453-466. https://doi.org/10.1177/0022219411432685
Vega, L. (2010). Actividades que promueven la familiarización con el lenguaje escrito en salones preescolares: reporte de las maestras. Revista Mexicana de Psicología Educativa, 11, 87-98.
Vellutino F. & Scanlon, D. (2002). Emergent literacy skills, early instruction and individual differences as determinants of difficulties in learning to read: The case for early intervention. En S. Neuman y D. Dickinson (Eds.), Handbook of early literacy research (pp. 295-321). The Guilford Press.
Verhoeven, L., Van Leeuwe, J. & Vermeer, A. (2011). Vocabulary growth and reading development across the elementary school years. Scientific Studies of Reading, 15(1), 8-25. https://doi.org/10.1080/10888438.2011.536125
Webb, S. & Chang, A. C.S. (2015). How does prior word knowledge affect vocabulary learning progress in an extensive reading program? Studies in Second Language Acquisition, 37(4), 651-675. https://doi.org/10.1017/S0272263114000606
Wechsler, D. (2014). WPPSI-IV, Escala de Inteligencia de Wechsler para preescolar y primaria. Pearson.
Wise, J. C., Sevcik, R. A., Morris, R. D., Lovett, M. W. & Wolf, M. (2007). The relationship among receptive and expressive vocabulary, listening comprehension, pre-reading skills, word identification skills, and reading comprehension by children with reading disabilities. Journal of speech, language, and hearing research, 50(4), 1093-1109. https://doi.org/10.1044/1092-43882007/076
Wolf, M. (2020). Lector, vuelve a casa: Cómo afecta a nuestro cerebro la lectura en pantallas. Deusto.
Zijlstra, H., van Bergen, E., Regtvoort, A., de Jong, P. F. & van der Leij, A. (2021). Prevention of reading difficulties in children with and without familial risk: Short- and long-term effects of an early intervention. Journal of Educational Psychology, 113(2), 248-267.https://doi.org/10.1037/edu0000489
Descarga artículo
Crossmark
Licencia
La Revista de Investigación en Logopedia, para fomentar el intercambio global del conocimiento, facilita el acceso sin restricciones a sus contenidos desde el momento de su publicación en la presente edición electrónica, y por eso es una revista de acceso abierto. Los originales publicados en esta revista son propiedad de la Universidad Complutense de Madrid y es obligatorio citar su procedencia en cualquier reproducción total o parcial. Todos los contenidos se distribuyen bajo una licencia de uso y distribución Creative Commons Reconocimiento 4.0 (CC BY 4.0). Esta circunstancia ha de hacerse constar expresamente de esta forma cuando sea necesario. Puede consultar la versión informativa y el texto legal de la licencia.
