Efectos de la frecuencia silábica posicional en el aprendizaje de la lectura

Abstract

The main purpose of this study has been to analyze the effects of syllable frequency on visual word recognition in the context of learning to read. Experiment 1 and 2 were carried out to analyze the effects of syllable frequency on reaction times and latency responses using a lexical decision and naming tasks and a sample of 210 children participated who were learning to read by different reading methods (code-oriented vs. whole-language). Experiment 3 was conducted and consisted in analyzing the effect of syllable frequency on misreadings in pseudoword oral reading. A sample of 252 children was selected who were learning to read by different reading methods (code-oriented vs. whole language). Reliable effects of syllable frequency were found both in reaction times and latency responses, and also on misreadings in pseudowords. Morevoer, we found a superiority in the sublexical analysis in children who were learning by code-oriented approaches.