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Lexical Effects in Word Naming in Spanish Children

Published online by Cambridge University Press:  24 April 2014

Rrezarta Avdyli ,
Luis Castejón  and
Fernando Cuetos
Rrezarta Avdyli*
Affiliation:
Universidad de Oviedo (Spain)
Luis Castejón
Affiliation:
Universidad de Oviedo (Spain)
Fernando Cuetos
Affiliation:
Universidad de Oviedo (Spain)
*
*Correspondence concerning this articleshould be addressed to Rrezarta Avdyli. Facultad de Psicología.Universidad de Oviedo. Plaza Feijóo, s/n 33003. Oviedo (Spain).E-mail: rrezartaavdyli@yahoo.es
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Abstract

Reading strategies depend on the consistency of the orthographic system. Recentlythe use of lexical strategies at early stages of reading acquisition has beenshown even in transparent orthographies. The aim of this study was to know howdifferent lexical and sublexical variables affect the reaction times (RTs) andarticulation times (ATs) in word reading in Spanish children. A group of 46children of typical reading level in the second and fourth grades of primaryschool were asked to read aloud 100 words presented on a computer screen. Thestimuli were morphologically simple nouns with different ranges of length,frequency, imageability, orthographic neighbors and age of acquisition (AoA).Reading and articulation time were measured. Differences between means of thesecond and the fourth grade were seen in RTs (p <.001; Cohens´ d = 1.41) and ATs(p < 001;Cohen´s d= 1.41) in a t-test. Analyses of mixed-effects revealed thatword length, a sublexical variable, and frequency and AoA, lexical variables,affected both grades, mainly on the RTs. The presence of lexical variablesreducing RTs and ATs in second grade suggests that lexical reading is presentfrom very early stages in Spanish children.

Keywords

word namingSpanish childrentransparent orthographyreading strategies

Information

Type
Research Article
Information
The Spanish Journal of Psychology , Volume 17 , 2014 , E23
Copyright
Copyright © Universidad Complutense de Madrid and Colegio Oficial de Psicólogos de Madrid 2014 

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