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From grapheme to word in reading acquisition in Spanish

Published online by Cambridge University Press:  01 October 2009

FERNANDO CUETOS  and
PAZ SUÁREZ-COALLA
FERNANDO CUETOS*
Affiliation:
University of Oviedo
PAZ SUÁREZ-COALLA
Affiliation:
University of Oviedo
*
ADDRESS FOR CORRESPONDENCE Fernando Cuetos, Facultad de Psicología, Universidad de Oviedo, Plaza Feijoo, s/n, 33003 Oviedo, Spain. E-mail: fcuetos@uniovi.es
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Abstract

The relationship between written words and their pronunciation varies considerably among different orthographic systems, and these variations have repercussions on learning to read. Children whose languages have deep orthographies must learn to pronounce larger units, such as rhymes, morphemes, or whole words, to achieve the correct pronunciation of some words. However, children whose languages have transparent orthographies need only learn to pronounce graphemes to be able to read any word. In this study, the reading evolution of Spanish-speaking children was investigated for the purpose of discovering when and for what types of stimuli lexical information is used in Spanish. Five- to 10-year-old children were presented with lists of stimuli in which lexicality, frequency, and length were manipulated. The results in terms of reading accuracy and speed showed that the influence of stimulus length is great in the early grades and later diminishes, and just the opposite is the case for lexicality and frequency. These data suggest that reading acquisition in Spanish constitutes a continuum that ranges from phonological recoding to the use of lexical strategies, and that this transition is made at a very early stage, at least for the most frequent words.

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Articles
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Applied Psycholinguistics , Volume 30 , Issue 4 , October 2009 , pp. 583 - 601
Copyright
Copyright © Cambridge University Press 2009

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