El nombre y el sonido de las letras: ¿conocimientos diferenciables?

Ferroni, Marina; Diuk, Beatriz

doi:10.18774/448x.2010.7.118

Cited by 8 publications

(9 citation statements)

References 22 publications

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“…Estudio 2: (Ferroni & Diuk, 2010) 51 niños argentinos de 1.º de primaria (edad no especificada) Letras (Denckla & Rudel, 1976) Correlación entre VN y conocimiento del sonido y nombre de las letras.…”

Section: Resultsunclassified

Análisis comparativo de estudios sobre velocidad de nombrar en español, con especial atención a su relación con la adquisición de la lectura y sus dificultades

et al. 2014

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r e s u m e n La relación entre las tareas de Velocidad de Nombrar (VN) y la lectura se estudió por primera vez, en lengua inglesa, en la década de los 70, descubriéndose que los niños con dislexia eran lentos e inconsistentes en estas tareas. Posteriormente, algunos estudios han confirmado que la VN es el mejor predictor de la lectura en lenguas trasparentes, consecuentemente, se convierte en una medida de gran interés para la ortografía española. Acorde con lo expuesto, se analizan las investigaciones publicadas sobre VN y lectura en español, con el objetivo de extraer conclusiones para el diagnóstico y el tratamiento de las dificultades de lectura. Los estudios revisados muestran que la VN es un potente indicador para predecir la adquisición posterior de la lectura en edades tempranas y para discriminar entre lectores típicos y aquellos con dificultades. La VN es una medida fácil de administrar, útil tanto para el diagnóstico como para la prevención de las dificultades de lectura en nuestra lengua. Palabras claveVelocidad de nombrar, lectura, español, fluidez lectora, dislexia. a b s t r a C tThe relationship between Rapid Automatized Naming (RAN) tasks and reading proficiency was first studied for English during the 70s, one finding being that children with dyslexia were slow and inconsistent in the RAN tasks. Later on, some studies have confirmed that RAN is the best predictor for transparent ortographies -and so of particular interest for Spanish. The research done so far on RAN and reading in Spanish is therefore reviewed here in order to draw conclusions for the diagnosis and treatment of reading difficulties. Our review shows that RAN is both a powerful early predictor of future reading outcomes and capable of discriminating between typical and poor readers. Being very easy to test, RAN is thus of great use in the diagnosis and prevention of reading disorders in Spanish.

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Section: Resultsunclassified

Análisis comparativo de estudios sobre velocidad de nombrar en español, con especial atención a su relación con la adquisición de la lectura y sus dificultades

et al. 2014

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“…However, in our study, LNF was not a good predictor of the reading performance at the end of kindergarten. In this regard, Ferroni and Diuk (2010) showed that in Spanish, sound and name knowledge were differentiable abilities. Sound knowledge was more related to phonological processing, both in reading and writing, whereas the name of letters correlated to a greater extent with orthographic processing.…”

Section: Discussionmentioning

confidence: 96%

“…Although this meta-analysis was conducted with English studies, research in shallow languages have also shown the relevance of these components (e.g., Caravolas et al, 2013; Defior & Serrano, 2011; Ferroni & Diuk, 2010; Jiménez & O’Shanahan, 2008; Kim & Pallante, 2012; Pallante & Kim, 2013; Suárez-Coalla et al, 2013), suggesting the existence of universal cognitive prerequisites for learning to read (Caravolas et al, 2013). However, Perfetti and Harris (2013) stated that the universal reading processes are modulated by the writing system, “in particular the relative use of grapheme-phoneme mappings in decoding printed words, have been tuned to features of the orthography” (p. 301).…”

Section: Introductionmentioning

confidence: 99%

Assessing Foundational Reading Skills in Kindergarten: A Curriculum-Based Measurement in Spanish

et al. 2019

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Early identification of learning difficulties is a critical component of the Response to Intervention (RtI) model. In kindergarten, the screening of foundational reading skills can provide a data-based guideline for identifying students requiring a more intensive response-based intervention before starting elementary school. This study examines the classification accuracy and best predictors of a set of Spanish curriculum-based measures administered during kindergarten. The study’s sample included 189 students tested in the fall, winter, and spring. Receiver operating characteristic (ROC) analysis was conducted. The composite score of the curriculum-based measurement (CBM) revealed area under the ROC curve (AUC) values of 0.83, 0.97, and 0.94 in the fall, winter, and spring, respectively. Phonemic awareness and letter-sound knowledge were the only isolated measures that demonstrated excellent AUC values throughout kindergarten. Logistic regression models showed that, when entered simultaneously, all measures were significant predictors of reading risk at some moment of the school year.

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“…Las investigaciones que distinguen entre el conocimiento del nombre o del sonido de las letras y su relación con el desarrollo lector (Diuk y Ferroni, 2014;Ellefson et al, 2009;Ferroni y Diuk, 2010;Landerl y Wimmer, 2008) señalan que el mayor dominio de uno u otro tipo de conocimiento por parte de los niños dependería de las situaciones de enseñanza de las que son partícipes (Ellefson et al, 2009;Ferroni y Diuk, 2010;Diuk et al, 2019). De este modo, los niños se apoyarían en la etiqueta fonológica de la letra que aprendieron en primer lugar (nombre o sonido), para inferir la segunda etiqueta de la letra (sonido o nombre) (Ellefson et al, 2009).…”

Section: Introductionunclassified