Analizando procesos cognitivos y de escritura en niños hispano-parlantes que aprenden inglés como segunda lengua y niños canadienses de habla inglesa

  1. O'Shanahan Juan, Isabel
  2. Siegel, Linda S.
  3. Jiménez González, Juan Eugenio
  4. Mazabel, Silvia
Revista:
European journal of education and psychology

ISSN: 1888-8992 1989-2209

Ano de publicación: 2010

Volume: 3

Número: 1

Páxinas: 45-59

Tipo: Artigo

DOI: 10.30552/EJEP.V3I1.37 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Outras publicacións en: European journal of education and psychology

Resumo

El objetivo principal de este estudio ha sido analizar los procesos cognitivos y de escritura de niños hispano-parlantes que aprenden el inglés como segunda lengua. Para ello se seleccionó a una muestra de niños canadienses de habla inglesa y otra de hispano-parlantes que reciben instrucción en inglés como segunda lengua en escuelas canadienses del distrito de Vancouver en la provincia canadiense de Columbia Británica (British Columbia). Se tomaron medidas de competencia lingüística (vocabulario y conciencia sintáctica), memoria de trabajo, conciencia fonológica y escritura de palabras y pseudopalabras en inglés para el grupo de monolingües, y las mismas medidas en los idiomas inglés y español para el grupo de hispano-parlantes. Nuestra predicción es que si existe un efecto de transferencia de L1 sobre L2 entonces existiría relación entre los procesos cognitivos y de escritura que se miden en ambas lenguas, y no existirían diferencias significativas en este tipo de medidas que se toman en L2 entre niños canadienses de habla inglesa e hispano-parlante. El principal hallazgo ha sido encontrar que no existen diferencias significativas entre ambos grupos en procesos fonológicos y de escritura de palabras y pseudopalabras, sin embargo, los niños canadienses de habla inglesa presentan mayor competencia lingüística en comparación al grupo de hispano-parlantes ya que obtienen puntuaciones superiores en medidas de vocabulario y de conciencia sintáctica.

Referencias bibliográficas

  • Abu-Rabia, S. (1997). Verbal and working memory skills of bilingual Hebrew-English speaking children. International Journal of Psycholinguistics, 13(1), 25-40.
  • Abu-Rabia, S. y Siegel, L.S. (2002). Reading, syntactic, orthographic, and working memory skills of bilingual Arabic-English speaking Canadian children. Journal of Psycholinguistic Research in Reading, 21, 201-212.
  • Arab-Moghaddam, N. & Sénéchal, M. (2001). Orthographic and phonological processing skills in reading and spelling in Persian/English bilinguals. International Journal of Behavioral Development, 25, 140-147.
  • Artiles, C. y Jiménez, J.E. (2007). Proescri Primaria. Prueba de evaluación de procesos cognitivos en la escritura. Islas Canarias: Consejería de Educación, Cultura y Deportes del Gobierno de Canarias.
  • August, D. y Shanahan, T. (2006). Developing literacy in second-language learners: Report of the national literacy panel on language-minority children and youth. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Caravolas, M. (2004). Spelling development in alphabetic writing systems: A cross-linguistic perspective. European Psychologist, 9(1), 3-14.
  • Carlisle, J.F., Beeman, M.M., Davis, L.H. y Spharim, G. (1999). Relationship of metalinguistic capabilities and reading achievement for children who are becoming bilingual. Applied Psycholinguistics, 20(4), 459-478.
  • Chiappe, P. y Siegel, L.S. (1999). Phonological awareness and reading acquisition in English and Punjabi-speaking Canadian children. Journal of Educational Psychology, 91(1), 20-28.
  • Chiappe, P., Siegel, L.S. y Gottardo, A. (2002). Reading-related skills of kindergartens from diverse linguistic backgrounds. Applied Psycholinguistics, 23, 95-116.
  • Chiappe, P., Siegel, L.S. y Wade-Woolley, L. (2002). Linguistic diversity and the development of reading skills: A longitudinal study. Scientific Studies of Reading, 6, 369-400.
  • Cisero, C.A. y Royer, J.M. (1995). The development and cross-language transfer of phonological awareness. Contemporary Educational Psychology, 20, 275-303.
  • Cronnell, B. (1985). Language influences in the English writing of thirdand sixth-grade Mexican American students. Journal of Educational Research, 78(3), 168-173.
  • Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49(2), 222-251.
  • D’Angiulli, A., Siegel, L.S. y Serra, E. (2001). The development of reading in English and Italian in bilingual children. Applied Pycholinguistics, 22, 479-507.
  • Da Fontoura, H.A. y Siegel, L.S. (1995). Reading, syntactic, and working memory skills of bilingual Portuguese-English Canadian children. Reading and Writing, 7, 139-153.
  • Daneman, M. y Carpenter, P.A. (1980). Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behaviour, 19(4), 450-466.
  • Ehri, L.C. y Wilce, L.S. (1980). The influence of orthograph on readers’ conceptualization of the phonemic structure of words. Applied Psycholinguistics, 1, 371-385.
  • Fashola, O.S., Drum, P.A., Mayer, R.E. y Kang, S.J. (1996). A cognitive theory of orthographic transitioning: Predictable errors in how Spanish-speaking children spell English words. American Educational Research Journal, 33(4), 825-843.
  • Ferroli, L. y Shanahan, T. (1993). Voicing in Spanish to English knowledge transfer. Yearbook of the National Reading Conference, 42, 413-418.
  • Geva, E. (2006). Second-language oral proficiency and second-language literacy. En D. August y T. Shanahan (Eds.). Developing literacy in second-language learners: Report of the national literacy panel on language-minority children and youth. (pp. 123-139). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Gombert, J. (1992). Metalinguistic development. París: Chicago University Press.
  • Gottardo, A. (2002). The relationship between language and reading skills in bilingual SpanishEnglish speakers. Topics in Language Disorders, 22(5), 46-70.
  • Gottardo, A., Yan, B., Siegel, L.S. y Wade-Woolley, L. (2001). Factors related to English reading performance in children with Chinese as a first language: More evidence of crosslanguage transfer of phonological processing. Journal of Educational Psychology, 93(3), 530-542.
  • Graham, S., Harris, K. y Fink, B. (2002). Contribution of spelling instruction to the spelling, writing, and reading of poor spellers. Journal of Educational Psychology, 94, 669-686.
  • Hsia, S. (1992). Developmental knowledge of interand intraword boundaries: Evidence from American and Mandarin Chinese speaking beginning readers. Applied Psycholinguistics, 13, 341-372.
  • Jiménez, J.E., Antón, L., Diaz, A., Estévez, A., García, A.I., García, E., Guzmán, R., HernándezValle, I., Ortiz, M. R. y Rodrigo, M. (2007). Sicole-R-Primaria: Un sistema de evaluación de los procesos cognitivos en la dislexia mediante ayuda asistida a través del ordenador [Software informático]. Universidad de La Laguna: Autores.
  • Jiménez, J.E., & Jiménez, J.E. (1999). Errores en la escritura de sílabas con grupos consonánticos: un estudio transversal. Psicothema, 11(1), 125-135.
  • Jiménez, J.E., Mazabel, S., O’Shanahan, I. y Siegel, L.S. (2009). Test de conciencia sintáctica. Test no publicado.
  • Jiménez, J. E. y Muñetón, M. A. (2002).Dificultades de aprendizaje de la escritura. Aplicaciones de la Psicolingüística y de las nuevas tecnologías. Madrid: Trotta.
  • Jiménez, J.E., O´Shanahan, I., Tabraue el Jaber, M., Artiles, C., Muñetón, M., Guzmán, R., Naranjo. F., y Rojas, E. (2008). Evolución de la escritura de palabras de ortografía arbitraria en lengua española. Psicothema, 20(4), 786-794.
  • Johnson, J. (1989). Factors related to cross-language transfer and metaphor interpretation of bilingual children. Applied Psycholinguistics, 10, 157-177.
  • Lesaux, N.K. y Siegel, L.S. (2003). The development of reading in children who speak English as a second language. Developmental Psychology, 39(6), 1005-1019.
  • Lindgren, S.D., De Renzi, E. y Richman, L.C. (1985). Cross-national comparisons of developmental dyslexia in Italy and the United States. Child Development, 56, 1404- 1417.
  • Marshall, J. y Powers, J. (1969). Writing neatness, composition errors, and essay grades. Journal of Educational Measurement, 6, 97-101.
  • Mumtaz, S. y Humphreys, G.W. (2001). The effects of bilingualism on learning to read English: Evidence from the contrast between Urdu-English bilingual and English monolingual children. Journal of Research in Reading, 24(2), 113-134.
  • Muñoz-Sandoval, A.F., Cummins, J., Alvarado, C.G. y Ruef, M.L. (1998). Bilingual verbal ability tests: Comprehensive manual. Itasca, IL: Riverside.
  • Ordoñez, C.L., Carlo, M.S., Snow, C.E. y McLaughlin, B. (2002). Depth and breadth of vocabulary in two languages: Which vocabulary skills transfer? Journal of Educational Psychology, 94(4), 719-728.
  • Quiroga, T., Lemos-Britton, Z., Mostafapour, E., Abbott, R.D. y Berninger, V.W. (2002). Phonological awareness and beginning reading in Spanish-speaking ESL first graders: Research into practice. Journal of School Psychology, 40(1), 85-111.
  • Siegel, L.S. (1992). An evaluation of the discrepancy definition of dyslexia. Journal of Learning Disabilities, 25(10), 618-629.
  • Siegel, L.S. (1993). The development of reading. En H.W. Reese (Ed.), Advances in child development and behavior (pp. 63-97). San Diego: Academic Press.
  • Siegel, L.S. y Ryan, E.B. (1988). Development of sensitivity, phonological and short-term memory skills in normally achieving and learning disabled children. Developmental Psychology, 24, 28-37.
  • Siegel, L.S. y Ryan, E.B. (1989). The development of working memory in normally achieving and subtypes of learning disabled children. Child Development, 60, 973-980.
  • Stanovich, K.E. y Siegel, L.S. (1994). Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model. Journal of Educational Psychology, 86, 24-53.
  • Swanson, H.L. y Sáez, L. (2003). Memory difficulties in children and adults with learning disabilities. En H.L. Swanson, K. Harris y S. Graham (Eds.), Handbook of learning disabilities (pp. 182-198). New York: Guilford.
  • Swanson H.L. y Siegel L. (2001). Learning disabilities as a working memory deficit Issues in education: Contributions from educational psychology, 7(1), 1-48.
  • Treiman, R. y Zukowsky, A. (1991). Levels of phonological awareness. En Brady, S.A. & Shankweiler, D. (Eds). Phonological processes in literacy. A tribute to Isabelle Y. Liberman (pp. 67-83). Hillsdale, N.Y. Lawrence Erlbaum Associates.
  • Verhoeven, L.T. (2000). Components in early second language reading and spelling. Scientific Studies of Reading, 4(4), 313-330.
  • Zehler, A.M., Fleischman, H.L., Hopstock, P.J., Stephenson, T.G., Pendzick, M. y Sapru, S. (2003). Descriptive study of services to LEP students and LEP students with disabilities: Volume I research report. Arlington, VA: Development Associates, Inc.
  • Wade-Woolley, L. y Siegel, L.S. (1997). The spelling performance of ESL and native speakers of English as a function of reading skill. Reading and Writing: An Interdisciplinary Journal, 9, 387-406.
  • Wilkinson, G.S. (1993). Wide Range Achievement Test-3. Wilmington, DE: Wide Range, Inc.
  • Woodcock, R.W. y Johnson, M.B. (1989). Woodcock-Johnson-Revised Tests of Cognitive Ability. Itasca, IL: The Riverside Publishing Company.
  • Woodcock, R.J., McGrew, K. y Mather, N. (2001). Woodcock-Johnson III Tests of Achievement. Itasca, IL: Riverside.