Fluidez lectora silenciosa, aptitud musical y lengua extranjera / Silent Reading Fluency, Musical Aptitude and Foreign Language
DOI:
https://doi.org/10.17398/1988-8430.161Keywords:
silent reading, reading fluency, musical aptitude, foreign language, prosody.Abstract
La lectura, y en particular la lectura silenciosa, interviene constantemente en nuestras actividades cotidianas y constituye una herramienta básica de acceso al conocimiento. En las últimas dos décadas han proliferado las investigaciones dedicadas a la relación entre música y habilidades lectoras; sin embargo, mayoritariamente son estudios en lengua materna y con niños. El objetivo central de este artículo es revisar las contribuciones científicas más relevantes que puedan determinar la relación entre fluidez lectora silenciosa y aptitud musical de adultos aprendientes de lengua extranjera. La falta de sensibilidad prosódica implica deficiencias en el acceso y la comprensión del texto. Los factores rítmicos y melódicos compartidos por música y lenguaje pueden convertirse en indicadores del desarrollo del proceso lector, justificando la intervención musical como potenciador del aprendizaje o sirviendo de indicadores preexistentes individuales. Tras analizar la literatura existente, concluimos que, para poder establecer si existe una influencia significativa de la aptitud musical en la lectura silenciosa de adultos aprendientes de lengua extranjera, aún son necesarios estudios que recojan datos de la fluidez lectora silenciosa de adultos en lengua nativa y extranjera junto a su aptitud musical, sus habilidades cognitivas y sus contextos socioculturales.
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Banai, K. & Ahissar, M. (2013). Musical Experience, Auditory Perception and Reading-Related Skills in Children. PLoS ONE, 8(9), 1–11. https://doi.org/10.1371/journal.pone.0075876.
Brevik, L. M., Olsen, R. V. & Hellekjær, G. O. (2016). The complexity of second language reading : Investigating the L1-L2 relationship. Reading in a Foreign Language, 28(2), 161–182.
Breen, M. and Clifton, C. (2013). Stress Matters Revisited: A Boundary Change Experiment, 66(10), 1–17. https://doi.org/10.1080/17470218.2013.766899.Stress.
Bolduc, J. & Montésinos-Gelet, I. (2005). Pitch Processing and Phonological Awareness. Psychomusicology: A Journal of Research in Music Cognition, 19(1), 3–14. https://doi.org/10.1037/h0094043.
Butzlaff, R. (2000). Can Music Be Used to Teach Reading? Source: Journal of Aesthetic Education. https://doi.org/10.2307/3333642
Chan, J. S. and Wade-Woolley, L. (2016). Explaining phonology and reading in adult learners: Introducing prosodic awareness and executive functions to reading ability. Journal of Research in Reading, 0(0), 1–16.
Chobert, J. & Besson, M. (2013). Musical Expertise and Second Language Learning. Brain Sciences, 3(2), 923–940. https://doi.org/10.3390/brainsci3020923.
Ciuffo, M., Myers, J., Ingrassia, M., Milanese, A., Venuti, M., Alquino, A., Baradello, A., Stella, G., Gagliano, A. (2017). How fast can we read in the mind? Developmental trajectories of silent reading fluency. Reading and Writing, 1–20. https://doi.org/10.1007/s11145-017-9744-2.
Corrigall, K. A. & Schellenberg, E. G. (2015). Predicting who takes music lessons: Parent and child characteristics. Frontiers in Psychology, 6(MAR), 1–8. https://doi.org/10.3389/fpsyg.2015.00282.
Dowhower, S. (1991). Speaking of prosody: Fluency’s Unattended Bedfellow. Theory into Practice, XXX (3). https://doi.org/http://dx.doi.org/10.1080/00405849109543497.
Eurydice (2011). La enseñanza de la lectura en Europa: contextos, políticas y prácticas., Instituto de Formación del Profesorado, Investigación e Innovación educativa (IFIIE).https://doi.org/doi:10.2797/63712.http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/130ES.pdf?platform=hootsuite.
Fonseca, M. C., Ávila, J. y Gallego, A.. (2015). Beneficios del entrenamiento musical para el aprendizaje de una lengua extranjera. Revista Electrónica Complutense de Investigación en Educación Musical, 12, 29-36.
Fonseca-Mora, M. C. & Fernández-Corbacho, A. (2017). Procesamiento fonológico y aprendizaje de la lectura en lengua extranjera. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics, 30(1), 1–33. https://doi.org/10.1075/resla.30.1.07fon.
Fonseca-Mora, M. C. & Gomez-Dominguez, M. (2015). Instrumentos de investigación para el estudio del efecto de la música en el desarrollo de las destrezas lectoras. Porta Linguarum, 24, 121–134.
Forgeard, M., Winner, E., Norton, A. & Schlaug, G. (2008). Practicing a musical instrument in childhood is associated with enhanced verbal ability and nonverbal reasoning. PLoS ONE, 3(10), 1–8. https://doi.org/10.1371/journal.pone.0003566.
Gagliano, A., Ospedaliera, A. & Maria, S. (2015). Silent reading fluency : Implications for the assessment of adults with developmental dyslexia Silent reading fluency : Implications for the assessment of adults with developmental dyslexia, (October). https://doi.org/10.1080/13803395.2015.1072498.
Gómez Domínguez, M. de la S. (2016). Fluidez lectora oral en inglés como lengua extranjera. Tonos Digital: Revista Electrónica de Estudios Filológicos, ISSN-E 1577-6921, No. 31, 2016, (31), 16.
Gordon, R. L., Fehd, H. M. & McCandliss, B. D. (2015). Does music training enhance literacy skills? A meta-analysis. Frontiers in Psychology, 6(DEC). https://doi.org/10.3389/fpsyg.2015.01777.
Goswami, U., Thomson, J., Richardson, U., Stainthorp, R., Hughes, D., Rosen, S., Scott, S. (2002). Amplitude envelope onsets and developmental dyslexia: A new hypothesis. Proceedings of thee National Academy of the Sciences of the United States of America, 99(16), 10911-10916.
Gross, J., Millett, A. L., Bartek, B., Bredell, K. H. & Winegard, B. (2014). Evidence for prosody in silent reading. Reading Research Quarterly, 49(2), 189–208. https://doi.org/10.1002/rrq.67.
Habib, M., Lardy, C., Desiles, T., Commeiras, C., Chobert, J. & Besson, M. (2016). Music and dyslexia: A new musical training method to improve reading and related disorders. Frontiers in Psychology, 7(JAN). https://doi.org/10.3389/fpsyg.2016.00026.
Hausen, M., Torppa, R., Salmela, V. R., Vainio, M. & Särkämö, T. (2013). Music and speech prosody: A common rhythm. Frontiers in Psychology, 4(SEP), 1–16. https://doi.org/10.3389/fpsyg.2013.00566.
Herrera, L., Lorenzo, O., Defior, S., Fernandez-Smith, G. & Costa-Giomi, E. (2011). Effects of phonological and musical training on the reading readiness of native- and foreign-Spanish-speaking children. Psychology of Music, 39(1), 68–81. https://doi.org/10.1177/0305735610361995.
Huss, M., Verney, J. P., Fosker, T., Mead, N. & Goswami, U. (2011). Music, rhythm, rise time perception and developmental dyslexia: Perception of musical meter predicts reading and phonology. Cortex, 47(6), 674–689. https://doi.org/10.1016/j.cortex.2010.07.010.
Kraus, N., Strait, D., Parbery-Clark, A. (2012). Cognitive factors shape brain networks for auditory skills: spotlight on auditory memory. NIH Public Access. https://doi.org/10.1111/j.1749-6632.2012.06463.x.
Koda, K. (2007). Reading and language learning: Crosslinguistic constraints on second language reading development. Language Learning, 57(Suppl. 1), 1–44. https://doi.org/10.1111/j.1467-9922.2007.00411.x.
Kuhn, M. R., Schwanenflugel, P. J. & Meisinger, E. B. (2010). Aligning theory and assessment of reading fluency: Automaticity, prosody, and definitions of fluency. Reading Research Quarterly, 45(2), 230–251. https://doi.org/10.1598/RRQ.45.2.4.
Marques, C., Moreno, S., Castro, S. L. and Besson, M. (2007). Musicians detect pitch violation in a foreign language better than nonmusicians: Behavioral and electrophysiological evidence. Journal of Cognitive Neuroscience 19(9): 1453–1463, DOI: https://doi.org/10.1162/jocn.2007.19.9.1453.
Milovanov, Riia, Tervaniemi, M. (2011). The interplay between musical and linguistic aptitudes : a review, 2(November), 1–6. https://doi.org/10.3389/fpsyg.2011.00321.
Moreno, S. & Besson, M. (2006). Musical training and language-related brain electrical activity in children. Psychophysiology, 43(3), 287–291. https://doi.org/10.1111/j.1469-8986.2006.00401.x.
Murphy, T. (1992). Music and Song. Oxford: Oxford University Press.
O’Brien, B. A., Wallot, S., Haussmann, A. & Kloos, H. (2014). Using complexity metrics to assess silent reading fluency: A cross-sectional study comparing oral and silent reading. Scientific Studies of Reading, 18(4), 235–254. https://doi.org/10.1080/10888438.2013.862248.
O’Brien, B. A. & Wallot, S. (2016). Silent Reading Fluency and Comprehension in Bilingual Children, 7(August), 1–12. https://doi.org/10.3389/fpsyg.2016.01265.
Patel, A. D. (2014). Can nonlinguistic musical training change the way the brain processes speech? The expanded OPERA hypothesis. Hearing Research, 308, 98–108. https://doi.org/10.1016/j.heares.2013.08.011.
Peretz, I., Vuvan, D., Lagrois, M., Armony, J. L. (2015). Neural overlap in processing music and speech. Philosophical Transactions of the Royal Society B, 370(1664). https://doi.org/http://dx.doi.org/10.1098/rstb.2014.0090.
Pichette, F., Segalowitz, N., & Connors, K. (2003). Impact of Maintaining L1 Reading Skills on L2 Reading Skill Development in Adults: Evidence from Speakers of Serbo-Croatian Learning French. The Modern Language Journal, 87(3), 391–403. https://doi.org/10.111/1540-4781.00197
Price, K. W., Meisinger, E. B., Louwerse, M. M. & D’Mello, S. (2015). The Contributions of Oral and Silent Reading Fluency to Reading Comprehension. Reading Psychology, 2711(January), 1–35. https://doi.org/10.1080/02702711.2015.1025118.
Sacks, O. (2009). Musicofilia. Barcelona: Editorial Anagrama.
Schellenberg, G. E. (2011). Music Lessons, Emotional Intelligence and IQ. Music Perception, 29(2), 185–194.
Schellenberg, Glenn E. and Winner, E. (2011). Music Training and Nonmusical Abilities: Introduction. California Management Review, 29(2), 129–132. https://doi.org/10.1525/rep.2008.104.1.92.This.
Schön, D., Gordon, R., Campagne, A., Magne, C., Astésano, C., Anton, J. L. & Besson, M. (2010). Similar cerebral networks in language, music and song perception. NeuroImage, 51(1), 450–461. https://doi.org/10.1016/j.neuroimage.2010.02.023.
Schön, D., Magne, C. & Besson, M. (2004). The music of speech: Music training facilitates pitch processing in both music and language. Psychophysiology, 41(3), 341–349. https://doi.org/10.1111/1469-8986.00172.x.
Schulze, K. & Koelsch, S. (2012). Working memory for speech and music. Annals of the New York Academy of Sciences, 1252(1), 229–236. https://doi.org/10.1111/j.1749-6632.2012.06447.x.
Slevc, L. R. & Miyake, A. (2006). Individual Differences in Second-Language Proficiency Does Musical Ability Matter ?, 17(8), 675–681.
Standley, J. M. (2008). Does Music Instruction Help Children Learn to Read? Evidence of a Meta-Analysis. Update: Applications of Research in Music Education, 27(1), 17–32. https://doi.org/10.1177/8755123308322270.
Strait, D. & Kraus, N. (2011). Playing Music for a Smarter Ear: Cognitive, Perceptual and Neurobiological Evidence. Music Perception, 29(2), 133–146.
Strait, D. L., Hornickel, J. & Kraus, N. (2011). Subcortical processing of speech regularities underlies reading and music aptitude in children. Behavioral and Brain Functions : BBF, 7(1), 44. https://doi.org/10.1186/1744-9081-7-44.
Swaminathan, S. & Gopinath, J. K. (2013). Music Training and Second-Language English Comprehension and Vocabulary Skills in Indian Children. Psychological Studies, 58(2), 164–170. https://doi.org/10.1007/s12646-013-0180-3.
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Taub, G. E. & Lazarus, P. J. (2012). The Effects Of Training In Timing And Rhythm On Reading Achievement. Contemporary Issues in Education Research, 5(4), 343–350. https://doi.org/http://dx.doi.org/10.19030/cier.v5i4.7598.
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2018-09-14
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Tejuelo is published with license Creative Commons Reconocimiento-NoComercial-SinObraDerivada 3.0 España.
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Fluidez lectora silenciosa, aptitud musical y lengua extranjera / Silent Reading Fluency, Musical Aptitude and Foreign Language. (2018). TEJUELO. Didactics of Language and Literature. Education, 28, 161-184. https://doi.org/10.17398/1988-8430.161
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