A study of writing mechanisms in Spanish primary education children / Estudio de los mecanismos de escritura en niños españoles de Educación Primaria

Abstract

Several studies performed on deep orthography systems reveal variables that influence writing latencies that occur over the course of learning. In transparent orthographies such as Spanish there are very few studies on writing that measure latencies and duration. The aim of this present study was to take a more in-depth look at knowledge of the writing mechanisms used by Spanish children in primary education, by studying the errors, latencies and duration of the writing of words. To do this, sixty children performed a copying task and a dictation task with regular words of different frequency and length. The obtained results show changes in the writing mechanisms used by the children as they became more expert, as indicated by the greater effect of word length in the first years of primary. This word length effect is a more determining factor with regard to the number of letters in words than for the number of syllables. These results hold important implications for the teaching of writing in Spanish.

Transfer effects from language processing to visual attention dynamics: The impact of orthographic transparency

“…In general, the influence of all these variables on writing performance has been demonstrated across different orthographies (e.g. Bonin & Fayol, 2000 ; Delattre et al, 2006 ; González‐Martín et al, 2017 ; Pinet et al, 2016 ). Therefore, we expected that these variables would have some influence on writing performance.…”

Estudio De Las Estrategias De Escritura Científica Utilizadas Por Investigadores Noveles

“…En relación al primer objetivo, conocer la opinión de los alumnos de Doctorado sobre su propio proceso de escritura científica, se ha obtenido que cerca de un 40% de los investigadores con poca experiencia planifica previamente los textos que escribe y, mayoritariamente, usan para ello un esquema. Este resultado coincide con lo señalado por González-Martín, et al (2017) que observaron que a medida que los investigadores van adquiriendo un mayor bagaje en experiencias de redacción científica su habilidad para planificar y estructurar los textos mejora. Además, más de un 90% de ellos opina que lo más costoso es aportar coherencia y cohesión al texto.…”