Does English orthography influence bilingual Spanish readers? The effect of grapheme crosslinguistic congruency and complexity on letter detection

Influences of First and Second Language Phonology on Spanish Children Learning to Read in English

“…This pseudohomophone effect is equivalent in other languages ( Nas, 1983 ; Commissaire et al, 2019 ). In line with other studies, Spanish children develop knowledge of English phonology relatively early during development ( Hevia-Tuero et al, 2021 ). In our study, the pseudohomophone effect emerged even in second grade, and not only in advanced L2 learners like Commissaire and colleagues had previously reported (2019).…”

“…Before the experiment, children were asked to complete a baseline task ( Incera and McLennan, 2018 ; Hevia-Tuero et al, 2021 ). Non-linguistic trials (click on the smiley face on the top right or left corners of the screen) were included as a baseline motor task to measure the basic mouse movement abilities of the children.…”

“…In those without orthographic representations, the conflict between phonological and orthographical information would not exist, and therefore, the incongruity that leads to a delayed response would not emerge. Changes across grades in literacy patterns have been documented in Spanish children learning English as a second language ( Howard et al, 2012 ; Hevia-Tuero et al, 2021 ), and just before middle-childhood, there is a key period in which children are proficient enough to rely on lexical retrieval and they depend less on sublexical decoding ( Rau et al, 2014 ). Nevertheless, there is no information about how this pattern may affect performance in a pseudohomophone task.…”

Digital Humanities, Corpus and Language Technology: A look from diverse case studies

“…The application of Spanish phonological and orthographic rules on English is recog-nized from spelling in written texts as well. (Fashola et al, 1996;Sun-Alperin and Wang, 2008;Hevia-Tuero et al, 2021) The difficulties L2 learners may encounter are not only due to the influence of the L1 features on the target language. Piske (2001) provides an overview of factors that may affect the acquisition of L2 including pronunciation, e.g., the length of stay in the target country and the use of language, gender or existing or lacking formal instructions; the existence of the so-called critical period is widely discussed (comp.…”