Comprender el proceso lector en segundas lenguas: cognición y afectividad / Understanding the reading process in a second language: cognition and affect
DOI:
https://doi.org/10.17398/1988-8430.28.11Palabras clave:
lectura, aprendizaje, lengua extranjera, cognición y afectividadResumen
La complejidad de los mecanismos cognitivos (procesos atencionales, memoria de trabajo, velocidad de procesamiento), de los afectivos (motivación, autoestima, ansiedad) y de los socio-culturales (integración social, alfabetización, sensibilización intercultural) que intervienen en la adquisición de la lectura en lengua extranjera hace que su estudio sea de especial interés. El objetivo central de este artículo es presentar una revisión de los factores que inciden en el proceso de aprendizaje de la lectura en una lengua extranjera. Para ello se analizarán también los siete estudios sobre el proceso lector que conforman el número 28 de la revista Tejuelo. La revisión de estos estudios, con datos sobre el aprendizaje de la lectura en una segunda lengua desde educación infantil hasta la universidad, ofrece implicaciones pedagógicas para la comprensión de los factores cognitivos y afectivos que inciden en la mejora del aprendizaje de la lectura en lengua extranjera.
Abstract: The complexity of the cognitive (attentional processes, working memory, processing speed), the affective (motivation, self-esteem, empathy) and the socio-cultural (social integration, literacy, intercultural awareness) mechanisms that are involved in the acquisition of foreign language reading, makes their study of particular interest. The central objective of this article is to present a review of the factors that affect the learning-to-read process in a foreign language. This article also includes the analysis of the seven studies included in Tejuelo, issue 28. The review of these studies with data from kindergarten to tertiary education offers pedagogical implications for the understanding of the cognitive and affective factors that show for improvement in foreign language reading.
Keywords: reading, learning, foreign language, cognition and affect.
Referencias
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Álvarez-Cañizo, M., Suárez-Coalla, P., Cuetos, F. (2018). Reading prosody development in Spanish children, Reading and Writing, 31(1), pp 35–52.
Andrés, M. L., Urquijo, S., Navarro, J. I. & Sedeño, M. A. G. (2010). Contexto alfabetizador familiar: relaciones con la adquisición de habilidades prelectoras y desempeño lector. European Journal of Education and Psychology, 3(1), 129-140.
Ashby, J. (2016). Why Does Prosody Accompany Fluency? Re-conceptualizing the Role of Phonology in Reading, en Khateb, A., Bar-Kochva, I. (Eds.). Reading Fluency. Springer International Publishing.
Bernhardt, E. B. & Kamil, M. L. (1995). Interpreting relationships between L1 and L2 reading: Consolidating the linguistic threshold and the linguistic interdependence hypotheses. Applied Linguistics, 16, 15–34.
Bernhardt, E. B. (2011). Understanding advanced second-language reading. New York, NY: Routledge.
Breznitz, Z. (2006). Fluency in reading: Shynchronization of processes. Mahwah, NJ: Lawrence Erlbaum.
Cantero, F. J. (2002). Oír para leer: la formación del mediador fónico en la lectura, en A. Mendoza (dir.). edades tempranas. adrid: .E.C.D. - Colección Aulas de erano, 75-100.
Consejo de Europa (2002). Marco Común Europeo de Referencia para las Lenguas. Strasburgo.
Consejo de Europa (2018). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Companion volume with new descriptors.
https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989
Dehaene, S. (2014). El cerebro lector: Últimas noticias sobre neurociencias de la lectura, la enseñanza, el aprendizaje y la dislexia. Buenos Aires, Siglo Veintiuno Editores.
Echols, L. D., West, R. F., Stanovich, K. E. & Zehr, K. S. (1996). Using children's literacy activities to predict growth in verbal cognitive skills: A longitudinal investigation. Journal of Educational Psychology, 88(2), 296.
Erekson, J. A. (2010). Prosody and Interpretation. Reading Horizons, 5:2, 80-98.
Fernández-Corbacho, A. y Fonseca-Mora, M.C. (2017). Procesamiento fonológico y aprendizaje de la lectura en lengua extranjera. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics, 30(1), 166-187.
Fodor, J. D. (2002). Prosodic disambiguation in silent reading. Proceedings of NELS 32, M. Hirotani (ed.). Amherst, MA: GLSA, University of assachusetts.
Foncubierta, J. M., Machancoses, F. H. y Fonseca Mora, M. C. (2018). La Competencia lectora de alumnado universitario en contexto AICLE. PORTA LINGUARUM Volumen: Monográfico III, 75-88. Fonseca-Mora, M. C., Jara-
Jiménez, P. & Gómez-Domínguez, M. (2015). Musical plus phonological input for young foreign language readers. Frontiers in Psychology, 6, 286.
Fonseca-Mora, M. C., Gómez-Domínguez, M., Herrero, F. (2018). First and foreign language early reading abilities: The influence of musical perception. Psychology of Music. 1-12.
Fuchs, L. S., Fuchs, D., Hosp, M. K. & Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5, 239— 256.
Geva, E. & Farnia, F. (2012). Developmental changes in the nature of language proficiency and reading fluency paint a more complex view of reading comprehension in ELL and EL1. Reading and Writing, 25, 1819-1845.
Gorsuch, G. & Tagushi, E. (2010). Developing reading fluency and comprehension using repeated reading: Evidence from longitudinal student reports. Language Teaching Research 14(1), 27–59.
Gough, P. B. (1972). One second of reading. In J. F. Kavanagh & I. G. Mattingly (eds.), Language by ear and eye. Cambridge: Cambridge University Press, 331–358.
González-Trujillo, .C., Caleta, N., Defiora, S., Gutiérrez-Palma, N. (2014). Scale of reading fluency in Spanish: measuring the components of fluency. Studies in Psychology, 35 (1), 104–136.
Goodman, K. S. (1967). Reading: A psycholinguistic guessing game. Literacy Research and Instruction 6, 126–135.
Goodman, K. S. (1988). The reading process. In P. Carrell, J. Devine & D. E. Eskey (eds.), Interactive approaches to second language reading. New York: Cambridge University Press, 11–21.
Grabe, W. (2010). Fluency in reading — Thirty-five years later. Reading in a Foreign Language, 22(1), 71–83.
Grabe, W. y Stoller, F. (2013). Teaching and Researching Reading, London & Nueva York, Routledge.
Grabe, W. (2014). Key issues in L2 reading development. Centre for English Language Communication, 8-18.
Gross, J., Millet, A. L., Bartek, Bredel, K. H., Winegard, B. (2013). Evidence for Prosody in Silent Reading. Reading Research Quarterly, 49(2), 189–208.
Hoover, W. A., y Gough, P. B. (1990). The simple view of reading. Reading and Writing, 2(2), 127–160.
Jeon, E. H. (2012). Oral reading fluency in second language reading. Reading in a Foreign Language, 24(2), 186–208.
Jeon, E. H. & Yamashita, J. (2014). L2 Reading Comprehension and Its Correlates: A Meta-Analysis. Language Learning, 64(1), 160–212. Jongejan, W., Verhoeven, L. & Siegel, L. S. (2007). Predictors of reading and spelling abilities in first-and second-language learners. Journal of Educational Psychology, 99(4), 835.
Juyandegan, M. (2016). The relationship between self-esteem and reading comprehension of efl ıranian pre-university learners. International Journal of Asian Social Science, 6(5), 303-313.
Kintsch, W. (2012). Psychological models of reading comprehension and their implications for assessment. In J. Sabatini, E. Albro, & T. O’Reilly (Eds.) Measuring up: Advances in how to assess reading abilities. Lanham, MD; Rowman & Littlefield Education.
Koda, K. (2005). Insights Into Second Language Reading: A Cross-Linguistic Approach. Reading in a Foreign Language. New York, NY: Cambridge University Press.
Koda, K. (2007). Reading and Language Learning: Crosslinguistic constraints on second language reading development. Language Learning, 57, 1–44.
Koda, K. (2010). The role of reading in fostering transcultural competence. Reading in a foreign language, 22, Supplement 1, pp. 5-10.
Krashen, S. (2004). The power of reading (2nd ed.). Portsmouth,NH: Heinemann.
Kuhn, M. R. y Stahl, S.A. (2003). Fluency: A Review of Developmental and Remedial Practices. Journal of Educational Psychology, 95 (1), 3–21.
Kuhn, M. R., Schwanenflugel, P. J., Meisinger, E. B., Levy, B. A. & Rasinski, T. V. (2010). Aligning Theory and Assessment of Reading Fluency: Automaticity, Prosody, and Definitions of Fluency. Reading Research Quarterly, 45(2), 230–251.
LaBerge, D. & Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6(2), 293–323.
Lems, K. (2003). Adult ESL oral reading fluency and silent reading comprehension. National-Louis University.
Lems, K. (2017). Talkin´Oracy and SVR, Illionis Reading Council Journal, 45 (4), 74-78.
Lipka, Orly, Siegel, Linda S. (2012). The Development of Reading Comprehension Skills in Children Learning English as a Second Language. Reading and Writing: An Interdisciplinary Journal, 25 (8), 1873-1898.
Logan, G. D. (1997). Automaticity and reading: Perspectives from the instance theory of automatization. Reading & Writing Quarterly: Overcoming Learning Difficulties, 13, 123–146.
Miller, J. & Schwanenflugel, P.J. (2008). A longitudinal study of the development of reading prosody as a dimension of oral reading fluency in early elementary school children. Reading Research Quarterly, 43(4), 336–354.
Mora, F. (2013). Neuroeducación. Se aprende lo que se ama. Madrid. Alianza Editorial.
Na, B., Schallert, D. L. & Jee, E. (2015). When a Topic Matters to You, Does It Matter if You Read About It in a Second Language? Literacy Research: Theory, Method, and Practice, 64, 149-168.
Nation, P. (2006). How Large a Vocabulary is Needed For Reading and Listening? The Canadian Modern Language Review, 63 (1), 59-82.
Nation, P. (2009). Reading faster. IJES, vol. 9 (2), 2009, pp. 131-144.
National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific literature on reading and its implications for reading instruction: Reports of the sub-groups. Bethesda, MD.
Nassaji, H. (2014). The role and importance of lower-level processes in second language reading. Language Teaching, 47,1-37.
Oh, E. (2016). Comparative Studies on the Roles of Linguistic Knowledge and Sentence Processing Speed in L2 Listening and Reading Comprehension in an EFL Tertiary Setting. Reading Psychology, 37(2), 257–285.
Olson, D. R. (1994). The world on paper. Cambridge, England: Cambridge University Press.
Perfetti, C. A. (1985). Reading Ability. New York: Oxford University Press.
Perfetti, Charles. (2007). Reading Ability: Lexical Quality to Comprehension. Scientific Studies of Reading - SCI STUD READ.
Pikulski, J. J. & Chard, D. J. (2005). Fluency: Bridge Between Decoding and Reading Comprehension. The Reading Teacher, 58(6), 510–519.
Rasinski, T., Padak, N.D., McKeon, C.A., Wilfong, L.G., Friedauer, J.A., Heim, P. (2005). Is reading fluency a key for successful high school reading? high school reading? Journal of Adolescent & Adult Literacy, 49 (5), 22-27.
Rasinski, T., Rikli, A., Johnston, S. (2009). Reading Fluency: More Than Automaticity? More Than a Concern for the Primary Grades? Literacy Research and Instruction, 48(4), 350-361.
Rasinski, T. (2014). Fluency matters. International Electronic Journal of Elementary Education, 7(1), 82–91.
Saito, Y., Garza, T.J., Horwitz, E. K. (1999). Foreign Language Reading Anxiety. The modern Language Journal, Vol 83 (2), 202-218.
Samuels, S. J., Hiebert, E. H. & Rasinski, T. V. (2014). Eye Movements Make Reading Possible. In E. H. Hiebert & D. R. Reutzel (Eds.), Revisiting Silent Reading: New Directions for Teachers and Researchers. Santa Cruz, CA: TextProject, Inc.
Silverman, R. D., Speece, D. L., Harring, J. R. & Ritchey, K. D. (2013). Fluency Has a Role in the Simple View of Reading. Scientific Studies of Reading, 17(2), 108–133.
Smith, F. (1994). Understanding reading: A psycholinguistic analysis of reading and learning to read. Hillsdale, NJ: Laurence Erlbaum.
Stanovich, K. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York: Guilford Press.
Toscano Fuentes, C. M. & Fonseca Mora, M. C. (2012). La música como herramienta facilitadora del aprendizaje del inglés como lengua extranjera.Teoría de la Educación. Revista Interuniversitaria. 24 (2), 197-213.
Verhoeven, L. & van Leeuwe, J. (2012). The simple view of second language reading throughout the primary grades. Reading and Writing, 25, 1805-1818.
Yamashita, J. (2002). Mutual compensation between L1 reading ability and L2 language proficiency in L2 reading comprehension. Journal of Research in Reading, 25 (1), 81-95.
Ziegler, J. C. & Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 131, 3–29.
Álvarez-Cañizo, M., Suárez-Coalla, P., Cuetos, F. (2018). Reading prosody development in Spanish children, Reading and Writing, 31(1), pp 35–52.
Andrés, M. L., Urquijo, S., Navarro, J. I. & Sedeño, M. A. G. (2010). Contexto alfabetizador familiar: relaciones con la adquisición de habilidades prelectoras y desempeño lector. European Journal of Education and Psychology, 3(1), 129-140.
Ashby, J. (2016). Why Does Prosody Accompany Fluency? Re-conceptualizing the Role of Phonology in Reading, en Khateb, A., Bar-Kochva, I. (Eds.). Reading Fluency. Springer International Publishing.
Bernhardt, E. B. & Kamil, M. L. (1995). Interpreting relationships between L1 and L2 reading: Consolidating the linguistic threshold and the linguistic interdependence hypotheses. Applied Linguistics, 16, 15–34.
Bernhardt, E. B. (2011). Understanding advanced second-language reading. New York, NY: Routledge.
Breznitz, Z. (2006). Fluency in reading: Shynchronization of processes. Mahwah, NJ: Lawrence Erlbaum.
Cantero, F. J. (2002). Oír para leer: la formación del mediador fónico en la lectura, en A. Mendoza (dir.). edades tempranas. adrid: .E.C.D. - Colección Aulas de erano, 75-100.
Consejo de Europa (2002). Marco Común Europeo de Referencia para las Lenguas. Strasburgo.
Consejo de Europa (2018). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Companion volume with new descriptors.
https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989
Dehaene, S. (2014). El cerebro lector: Últimas noticias sobre neurociencias de la lectura, la enseñanza, el aprendizaje y la dislexia. Buenos Aires, Siglo Veintiuno Editores.
Echols, L. D., West, R. F., Stanovich, K. E. & Zehr, K. S. (1996). Using children's literacy activities to predict growth in verbal cognitive skills: A longitudinal investigation. Journal of Educational Psychology, 88(2), 296.
Erekson, J. A. (2010). Prosody and Interpretation. Reading Horizons, 5:2, 80-98.
Fernández-Corbacho, A. y Fonseca-Mora, M.C. (2017). Procesamiento fonológico y aprendizaje de la lectura en lengua extranjera. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics, 30(1), 166-187.
Fodor, J. D. (2002). Prosodic disambiguation in silent reading. Proceedings of NELS 32, M. Hirotani (ed.). Amherst, MA: GLSA, University of assachusetts.
Foncubierta, J. M., Machancoses, F. H. y Fonseca Mora, M. C. (2018). La Competencia lectora de alumnado universitario en contexto AICLE. PORTA LINGUARUM Volumen: Monográfico III, 75-88. Fonseca-Mora, M. C., Jara-
Jiménez, P. & Gómez-Domínguez, M. (2015). Musical plus phonological input for young foreign language readers. Frontiers in Psychology, 6, 286.
Fonseca-Mora, M. C., Gómez-Domínguez, M., Herrero, F. (2018). First and foreign language early reading abilities: The influence of musical perception. Psychology of Music. 1-12.
Fuchs, L. S., Fuchs, D., Hosp, M. K. & Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5, 239— 256.
Geva, E. & Farnia, F. (2012). Developmental changes in the nature of language proficiency and reading fluency paint a more complex view of reading comprehension in ELL and EL1. Reading and Writing, 25, 1819-1845.
Gorsuch, G. & Tagushi, E. (2010). Developing reading fluency and comprehension using repeated reading: Evidence from longitudinal student reports. Language Teaching Research 14(1), 27–59.
Gough, P. B. (1972). One second of reading. In J. F. Kavanagh & I. G. Mattingly (eds.), Language by ear and eye. Cambridge: Cambridge University Press, 331–358.
González-Trujillo, .C., Caleta, N., Defiora, S., Gutiérrez-Palma, N. (2014). Scale of reading fluency in Spanish: measuring the components of fluency. Studies in Psychology, 35 (1), 104–136.
Goodman, K. S. (1967). Reading: A psycholinguistic guessing game. Literacy Research and Instruction 6, 126–135.
Goodman, K. S. (1988). The reading process. In P. Carrell, J. Devine & D. E. Eskey (eds.), Interactive approaches to second language reading. New York: Cambridge University Press, 11–21.
Grabe, W. (2010). Fluency in reading — Thirty-five years later. Reading in a Foreign Language, 22(1), 71–83.
Grabe, W. y Stoller, F. (2013). Teaching and Researching Reading, London & Nueva York, Routledge.
Grabe, W. (2014). Key issues in L2 reading development. Centre for English Language Communication, 8-18.
Gross, J., Millet, A. L., Bartek, Bredel, K. H., Winegard, B. (2013). Evidence for Prosody in Silent Reading. Reading Research Quarterly, 49(2), 189–208.
Hoover, W. A., y Gough, P. B. (1990). The simple view of reading. Reading and Writing, 2(2), 127–160.
Jeon, E. H. (2012). Oral reading fluency in second language reading. Reading in a Foreign Language, 24(2), 186–208.
Jeon, E. H. & Yamashita, J. (2014). L2 Reading Comprehension and Its Correlates: A Meta-Analysis. Language Learning, 64(1), 160–212. Jongejan, W., Verhoeven, L. & Siegel, L. S. (2007). Predictors of reading and spelling abilities in first-and second-language learners. Journal of Educational Psychology, 99(4), 835.
Juyandegan, M. (2016). The relationship between self-esteem and reading comprehension of efl ıranian pre-university learners. International Journal of Asian Social Science, 6(5), 303-313.
Kintsch, W. (2012). Psychological models of reading comprehension and their implications for assessment. In J. Sabatini, E. Albro, & T. O’Reilly (Eds.) Measuring up: Advances in how to assess reading abilities. Lanham, MD; Rowman & Littlefield Education.
Koda, K. (2005). Insights Into Second Language Reading: A Cross-Linguistic Approach. Reading in a Foreign Language. New York, NY: Cambridge University Press.
Koda, K. (2007). Reading and Language Learning: Crosslinguistic constraints on second language reading development. Language Learning, 57, 1–44.
Koda, K. (2010). The role of reading in fostering transcultural competence. Reading in a foreign language, 22, Supplement 1, pp. 5-10.
Krashen, S. (2004). The power of reading (2nd ed.). Portsmouth,NH: Heinemann.
Kuhn, M. R. y Stahl, S.A. (2003). Fluency: A Review of Developmental and Remedial Practices. Journal of Educational Psychology, 95 (1), 3–21.
Kuhn, M. R., Schwanenflugel, P. J., Meisinger, E. B., Levy, B. A. & Rasinski, T. V. (2010). Aligning Theory and Assessment of Reading Fluency: Automaticity, Prosody, and Definitions of Fluency. Reading Research Quarterly, 45(2), 230–251.
LaBerge, D. & Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6(2), 293–323.
Lems, K. (2003). Adult ESL oral reading fluency and silent reading comprehension. National-Louis University.
Lems, K. (2017). Talkin´Oracy and SVR, Illionis Reading Council Journal, 45 (4), 74-78.
Lipka, Orly, Siegel, Linda S. (2012). The Development of Reading Comprehension Skills in Children Learning English as a Second Language. Reading and Writing: An Interdisciplinary Journal, 25 (8), 1873-1898.
Logan, G. D. (1997). Automaticity and reading: Perspectives from the instance theory of automatization. Reading & Writing Quarterly: Overcoming Learning Difficulties, 13, 123–146.
Miller, J. & Schwanenflugel, P.J. (2008). A longitudinal study of the development of reading prosody as a dimension of oral reading fluency in early elementary school children. Reading Research Quarterly, 43(4), 336–354.
Mora, F. (2013). Neuroeducación. Se aprende lo que se ama. Madrid. Alianza Editorial.
Na, B., Schallert, D. L. & Jee, E. (2015). When a Topic Matters to You, Does It Matter if You Read About It in a Second Language? Literacy Research: Theory, Method, and Practice, 64, 149-168.
Nation, P. (2006). How Large a Vocabulary is Needed For Reading and Listening? The Canadian Modern Language Review, 63 (1), 59-82.
Nation, P. (2009). Reading faster. IJES, vol. 9 (2), 2009, pp. 131-144.
National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific literature on reading and its implications for reading instruction: Reports of the sub-groups. Bethesda, MD.
Nassaji, H. (2014). The role and importance of lower-level processes in second language reading. Language Teaching, 47,1-37.
Oh, E. (2016). Comparative Studies on the Roles of Linguistic Knowledge and Sentence Processing Speed in L2 Listening and Reading Comprehension in an EFL Tertiary Setting. Reading Psychology, 37(2), 257–285.
Olson, D. R. (1994). The world on paper. Cambridge, England: Cambridge University Press.
Perfetti, C. A. (1985). Reading Ability. New York: Oxford University Press.
Perfetti, Charles. (2007). Reading Ability: Lexical Quality to Comprehension. Scientific Studies of Reading - SCI STUD READ.
Pikulski, J. J. & Chard, D. J. (2005). Fluency: Bridge Between Decoding and Reading Comprehension. The Reading Teacher, 58(6), 510–519.
Rasinski, T., Padak, N.D., McKeon, C.A., Wilfong, L.G., Friedauer, J.A., Heim, P. (2005). Is reading fluency a key for successful high school reading? high school reading? Journal of Adolescent & Adult Literacy, 49 (5), 22-27.
Rasinski, T., Rikli, A., Johnston, S. (2009). Reading Fluency: More Than Automaticity? More Than a Concern for the Primary Grades? Literacy Research and Instruction, 48(4), 350-361.
Rasinski, T. (2014). Fluency matters. International Electronic Journal of Elementary Education, 7(1), 82–91.
Saito, Y., Garza, T.J., Horwitz, E. K. (1999). Foreign Language Reading Anxiety. The modern Language Journal, Vol 83 (2), 202-218.
Samuels, S. J., Hiebert, E. H. & Rasinski, T. V. (2014). Eye Movements Make Reading Possible. In E. H. Hiebert & D. R. Reutzel (Eds.), Revisiting Silent Reading: New Directions for Teachers and Researchers. Santa Cruz, CA: TextProject, Inc.
Silverman, R. D., Speece, D. L., Harring, J. R. & Ritchey, K. D. (2013). Fluency Has a Role in the Simple View of Reading. Scientific Studies of Reading, 17(2), 108–133.
Smith, F. (1994). Understanding reading: A psycholinguistic analysis of reading and learning to read. Hillsdale, NJ: Laurence Erlbaum.
Stanovich, K. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York: Guilford Press.
Toscano Fuentes, C. M. & Fonseca Mora, M. C. (2012). La música como herramienta facilitadora del aprendizaje del inglés como lengua extranjera.Teoría de la Educación. Revista Interuniversitaria. 24 (2), 197-213.
Verhoeven, L. & van Leeuwe, J. (2012). The simple view of second language reading throughout the primary grades. Reading and Writing, 25, 1805-1818.
Yamashita, J. (2002). Mutual compensation between L1 reading ability and L2 language proficiency in L2 reading comprehension. Journal of Research in Reading, 25 (1), 81-95.
Ziegler, J. C. & Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 131, 3–29.
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2018-09-14
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Tejuelo se publica bajo una licencia Creative Commons Reconocimiento-NoComercial-SinObraDerivada 3.0 España.
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Comprender el proceso lector en segundas lenguas: cognición y afectividad / Understanding the reading process in a second language: cognition and affect. (2018). TEJUELO. Didáctica De La Lengua Y La Literatura. Educación, 28, 11-42. https://doi.org/10.17398/1988-8430.28.11
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