The influence of Subjective Familiarity on Word Reading and Writing in Primary School Students from Medellin
DOI:
https://doi.org/10.17533/udea.lyl.n80a11Keywords:
reading, writing, subjective familiarity, elementary level education, psycholinguistic parametersAbstract
The objective of the present study was to analyze the specific challenges that the spelling of Spanish, a transparent language, represents for children who begin to learn to read and write. The participants were 42 children from 2nd and 4th grade of primary education. First, the influence of subjective familiarity on the two skills was analyzed, and then its possible interaction with the psycholinguistic parameters of spelling consistency, syllabic structure and length. The results showed a familiarity effect that mediates the skills development process, indicating that writing needs the strengthening of reading in order to advance.
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