Beruflich Dokumente
Kultur Dokumente
To cite this article: Luis Bravo-Valdivieso & José-Pablo Escobar (2014) How transparent is Spanish
orthography? / ¿Cuán transparente es nuestra ortografía castellana?, Estudios de Psicología: Studies
in Psychology, 35:3, 442-449, DOI: 10.1080/02109395.2014.965455
Taylor & Francis makes every effort to ensure the accuracy of all the information (the
“Content”) contained in the publications on our platform. However, Taylor & Francis,
our agents, and our licensors make no representations or warranties whatsoever as to
the accuracy, completeness, or suitability for any purpose of the Content. Any opinions
and views expressed in this publication are the opinions and views of the authors,
and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content
should not be relied upon and should be independently verified with primary sources
of information. Taylor and Francis shall not be liable for any losses, actions, claims,
proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or
howsoever caused arising directly or indirectly in connection with, in relation to or arising
out of the use of the Content.
This article may be used for research, teaching, and private study purposes. Any
substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing,
systematic supply, or distribution in any form to anyone is expressly forbidden. Terms &
Conditions of access and use can be found at http://www.tandfonline.com/page/terms-
and-conditions
Downloaded by [New York University] at 18:36 20 July 2015
Estudios de Psicología / Studies in Psychology, 2014
Vol. 35, No. 3, 442–449, http://dx.doi.org/10.1080/02109395.2014.965455
Abstract: This special issue is devoted to the study of reading and writing in
Downloaded by [New York University] at 18:36 20 July 2015
‘I found it hard to learn how to read. It did not seem logical that the letter m is
called “em” yet when it was followed by an “a” it was not pronounced “ema” but
“ma”. It was impossible for me to read that way...when I arrived at Montessori the
teacher did not teach me the names of letters but the sounds of consonants...’
(Gabriel García Márquez. Nobel Prize for Literature)
to then relate that comparison with the difficulties faced by patients with acquired
dyslexia. This article is important because its English translation can help English
readers better understand the phenomenon of acquired dyslexia in Spanish.
Roselli and Ardila review the specific characteristics of Spanish and how they
affect the signs of learning disorders such as acquired dyslexia and agraphia, and
draw attention to the importance of using explanatory models that are specific to
those orthographic peculiarities.
In the Research section, Cuadro and Costa revisit the role orthographic
processing has in reading proficiency in Spanish and emphasize the need for
intervention in word recognition processes and explicit learning of orthographic
features that are specific to the language. Jiménez, O’Shanahan González,
Frugone, and Barrientos highlight the significance of training teachers to teach
reading according to results from scientific research specific to Spanish ortho-
graphic features. They analyse an assessment conducted by university students
and teachers in a learning tutorial system that implemented NRP (National
Reading Panel) recommendations into a virtual learning environment. Guardia
presents evidence on the predictability of consonant rhyme in Chilean pre-school
children, comparing its effect with English, and explains how Spanish character-
istics, together with the reading strategies used by children, determine differences
in its predictability. In that same section, Velarde and Canales address the issue of
learning how to write in Peruvian school children. They study how differences in
the development of neuropsychological and cognitive factors and psychological
processes according to socioeconomic levels determine access to, and develop-
ment of, the writing processes.
In the Brief Research Reports section Escobar and Meneses suggest that
orthographic depth is not sufficient to explain the role of early reading predictors
as it is also necessary to consider contextual variables, such as the quality of
educational opportunities and the socio-economic status of the subjects, to explain
reading in Latin America. From a psycholinguistics perspective, Abusamra
addresses the issue of the mental representations readers construct when they
understand a text. Thus she examines latencies of responses and the number of
errors that are produced in the processing of sentences that differ by the connector
Introduction / Introducción 445
used. In this same section Abello, Arango, and Rosas report that music perception
skills in Spanish are not associated with phonological awareness skills, unlike in
other languages. Finally in this section, Ronimus and Richardson discuss the
implications of the Finnish orthographic features to explain reading development
in a transparent system; they also expose evidence on the efficiency of the
GraphoGame software, which introduces children to letter-sound connections
prior to recognition of longer words.
In the Micro Research Reports section Orellana addresses the problem of
teaching how to write through an experiment that studied children from low
socio-economic levels, from a pedagogical perspective. It shows how the interac-
tion of the lexical and sublexical routes occurs in Spanish through using pedago-
gical strategies that teach how to read.
Finally, we present a review of the book Les Neurones de la Lecture by
Downloaded by [New York University] at 18:36 20 July 2015
‘Me costó mucho aprender a leer. No me parecía lógico que la letra m se llamara
eme y sin embargo con la vocal siguiente no se dijera “emea”, sino “ma”. Me era
imposible leer así…cuando llegué al Montessori la maestra no me enseñó nombres,
sino sonidos de las consonantes…’ (Gabriel García Márquez. Premio Nobel de
Literatura)
Downloaded by [New York University] at 18:36 20 July 2015
References / Referencias
Jiménez, J. (2012). Dislexia en español: prevalencia e indicadores cognitivos, culturales,
familiares y biológicos. Madrid: Ediciones Pirámide.
Seymour, P., Aro, M., & Erskine, J. (2003). Foundation literacy acquisition in european
orthographies. British Journal of Psychology, 94, 143–174. doi:10.1348/
000712603321661859
Downloaded by [New York University] at 18:36 20 July 2015