Fluent reading in a foreign language includes a complex coordination process of visual and auditory nature as the reading brain transforms written symbols into speaking auditory patterns through subvocalization (inner voice). The auditory information activated for reading involves the projection of speech prosody and allows, beyond letters and words decoding, the recognition of word boundaries and the construction of the melodic contours of the phrase. On the one hand, phonological awareness and auditory working memory have been identified in the literature as relevant factors in the reading process as skilled readers keep the acoustic information in their auditory working memory to predict the construction of larger lexical units. On the other hand, we observed that the inclusion of musical aptitude as an element belonging to the acoustic dimension of the silent reading aptitude of adults learning a foreign language remains understudied. Therefore, this study examines the silent reading fluency of 117 Italian adult students of Spanish as a foreign language. Our main aim was to find a model that could show if linguistic, cognitive and musical skills influence adults' silent reading fluency. We hypothesized that learners' contextual word recognition ability in L1 and FL in addition to, phonological awareness, auditory working memory and musical aptitude, elements related to the acoustic dimension of reading, would influence adults' silent reading fluency. Our structural modeling allows us to describe how these different variables interact to determine the silent reading fluency construct. In fact, the effect of musical aptitude on fluent silent reading in our model reveals to be stronger than phonological awareness or auditory working memory.
La competencia lectora en lengua extranjera del alumnado en contexto AICLE (Aprendizaje Integrado de Contenidos y Lenguas Extranjeras) constituye una de las destrezas cruciales para aprehender el contenido. El objetivo fundamental de este artículo es el análisis de la fluidez lectora silenciosa para reconocer el comportamiento de la competencia lectora del alumnado universitario. Para ello, se han recogido datos mediante pruebas de segmentación de palabras en lengua materna y en lengua extranjera, así como datos de una prueba que diagnostica su nivel de comprensión lectora en lengua extranjera. Los principales resultados muestran el bajo nivel de competencia lectora del alumnado y plantea la utilidad de realizar mediciones de lectura silenciosa para diagnosticar sus dificultades lectoras. Palabras clave: competencia lectora, lectura silenciosa, AICLE, fluidez lectora, lengua extranjera. University Students' Reading Competence in CLIL ContextABSTRACT: Foreign-language students' reading competence in CLIL (Content and Language Integrated Learning) contexts constitutes one of the critical skills to grasp content. The main objective of this article is to analyze silent reading fluency to observe university students' reading competence. Data has been collected using a word segmentation test in first and foreign language, as well as a test that diagnosed their foreign language reading comprehension level. The main results show students' low level of reading competence and poses the usefulness of measuring students' silent reading to diagnose their reading difficulties.
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Este artículo presenta la necesidad de incorporar en las aulas la poesía como herramienta para el desarrollo de la competencia comunicativa del alumnado, sea de español lengua materna o lengua extranjera. Como fundamentación teórica, se plantea el desarrollo de conceptos como el de competencia metafórica antes que otros marcos de acción, que ya estaban presentes en las aulas y que justificaban la inclusión de la poesía en la clase de lengua; este es el caso de la competencia literaria. La provisión de una nueva visión sobre la didáctica de la lengua a través de la poesía ofrece también la oportunidad de proponer la inclusión de nuevas voces (poesía joven) o no tan nuevas (poetas olvidadas), porque la poesía también contiene voces alejadas del canon literario tradicional. Además de una fundamentación teórica y de la provisión de nuevos recursos, el artículo aborda, finalmente, la importancia de Internet y de los contenidos digitales para aproximar al alumnado hacia propuestas poéticas enriquecidas desde un plano multimodal o multisensorial.
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