The study examines the individual and combined contribution of several cognitive variables (phonemic awareness, phonological memory, and alphanumeric and non-alphanumeric rapid naming) to word and pseudoword reading ability among first-grade Spanish children. Participants were 116 Spanish-speaking children aged 6 years and without special educational needs, all of whom were attending schools in a medium socioeconomic area. Descriptive/exploratory and bivariate analyses were performed with the data derived from three measures of reading ability (accuracy, speed, and efficiency), and hierarchical multivariate regression models were constructed. In general, the results confirm that, with the exception of non-alphanumeric rapid naming, the cognitive variables studied are predictors of reading performance for words and pseudowords, although their influence differs depending on the reading measures and type of linguistic unit considered. Phonemic awareness, phonological memory, and alphanumeric rapid naming were the best predictors of reading accuracy for words and pseudowords. Variability in the other two measures of reading ability (speed and efficiency) was best explained by alphanumeric rapid naming. These results suggest that reading is a complex skill that depends on different types of cognitive variables according to the age and/or level of the reader, the type of orthography and the type of measure used. Furthermore, they highlight the need to provide instruction in these processes from an early age so as to address or prevent the problems that children may present.

The aim of this study is to analyze if accuracy reading is modified by quotidian stressors variables, in students who start Elementary Education. In this transversal study, accuracy reading processes and daily stress, were studied in a group of 111 students of Elementary Education from two different schools, a private/state-subsidised school and a state one. The design is transversal. Accuracy and daily stress are assemented. After variance analysis, results indicated significant differences in accuracy reading with respect to school stress. The importance of daily stress was highlighted in first course of obligatory education.Keywords: Quotidian stress. Accuracy reading. Primary Education. RESUMENEl objetivo de este estudio es analizar la influencia del stress cotidiano en la precisión lectora en, en el inicio de la Educación Primaria. La muestra esta formada por 111 alumnos de Educación Primaria, pertenecientes a dos centros escolares, uno privado/concertado y otro público. El diseño de este trabajo es transversal, evaluándose la precisión lectora y el estrés cotidiano de manera individual. Los resultados obtenidos con el análisis de varianza muestran diferencias significativas en la precisión lectora con respecto al estrés escolar. Se resalta la importancia del estrés cotidiano en la precisión lectora en el primer año de la enseñanza obligatoria.Palabras claves: Estres cotidiano. Precisión lectora. Educación Primaria. INTRODUCCIÓNActualmente es notable la importancia social que ha adquirido y cada vez más va adquiriendo el estrés como mediador social importante en las funciones de vida cotidiana. Ha sido y sigue siendo

Interest in the cognitive precursors of literacy has been increasing in recent years since reading and writing are essential components of functional learning in the first years of schooling and of school success in later educational stages. However, it can be observed that while studies on the relationship between cognitive variables and reading are frequent, those carried out about writing are scarcer and in different languages and ages. The purpose of this study is to explore the joint contribution made by certain cognitive variables, measured at the ages of 6 and 7, to word writing among Spanish children in the second year of Primary Education (7 years old). In this longitudinal study, 116 Spanish-speaking pupils participated, from schools located in an average socio-cultural area, without special educational needs. Participants were evaluated in terms of their letter knowledge, phonological awareness, phonological memory, and alphanumeric and non-alphanumeric rapid automatised naming at 6 and 7 years of age, and word writing at 7 years of age. Descriptive-exploratory analyses, bivariate analyses, and multivariate regressions were modelled. In general, the findings show a different contribution for the cognitive variables considered in word writing at the age of seven, although this contribution does not vary substantially between the ages of 6 and 7 among Spanish pupils. Phonological knowledge at 6 and 7 years of age is the variable that best predicts the writing of words at 7 years. The contribution of non-alphanumeric speed naming remains constant and alphanumeric speed naming does not contribute to the explanation of writing at this age. Phonological memory at 6 years of age contributes to the explanation of writing at the age of 7 and letter knowledge contributes at the age of 7. These results have implications for educational practice and for the theory of writing acquisition in transparent languages.

The objective of this study is to determine the contribution made by knowledge of letters, phonological awareness, phonological memory, and alphanumeric and non-alphanumeric rapid automatized naming at the ages of six and seven to the ability of Spanish children to read words at 7 years of age. A total of 116 Spanish-speaking school children took part in the study, from schools located in an average socio-cultural setting, without special educational needs. The reading ability of these pupils was evaluated at the age of seven, and cognitive variables were assessed at 6 and 7 years of age. Descriptive-exploratory analyses, bivariate analyses, and multivariate regressions were performed. The results show that cognitive variables measured at these ages contribute differently to the ability to read words at 7 years of age. Rapid naming does not seem to influence word reading; knowledge of letters no longer influences word reading as children grow older; and phonological awareness and phonological memory maintain their contribution to the explanation of word reading. These results indicate that reading in Spanish depends on different cognitive variables and that this relationship varies according to age. The findings have key educational implications in terms of teaching reading skills and the prevention of specific learning difficulties in Spanish Primary Education.

The aim of this study is to analyze if reading efficiency is modified by initial reading level, type of school and sex, in students who start Elementary Education. In this transversal study, accuracy reading processes and initial reading level were studied in a group of 111 students of Elementary Education from two different schools, a private/state-subsidized school and a state one. After compared average and variance analysis, results indicated significant differences in accuracy reading with respect to initial reading level, but not differences in accuracy reading with respect type of school and sex. The importance of initial reading level in Primary Education was highlighted as well as the effects of initial reading level in Preschool in school and home education.Keywords: accuracy reading, initial reading level RESUMEN El objetivo de este estudio es analizar si existen diferencias en precisión lectora en cuanto al nivel de lectura inicial, sexo y tipo de colegio, en el inicio de la Educación Primaria. La muestra esta formada por 111 alumnos de Educación primaria, pertenecientes a dos centros escolares, uno privado/concertado y otro público. El diseño de este trabajo es transversal, evaluándose el rendimiento lector (precisión lectora) y el nivel de lectura inicial en Educación Infantil, de manera individual. Los resultados obtenidos con el análisis de comparación de medias muestran diferencias significativas en la precisión lectora con respecto al nivel de lectura inicial, pero no en cuanto al tipo de cole-