Development of foreign language reading skills in primary education. Struggling readers profile
DOI:
https://doi.org/10.17398/1988-8430.28.91Keywords:
reading profiles, reading skills, English as a foreign language, struggling readers, primary education.Abstract
In our current society, reading is one of the main tools of communication and access to knowledge in both the mother tongue and foreign languages. However, reading problems in young learners are repeatedly pointed out. Identifying reading problems even before they occur is key during primary education, as in later stages those problems may risk the social and professional inclusion of individuals. Multiple factors should be considered when diagnosing students that struggle to read in a foreign language. This study tries to establish reading profiles of Spanish primary education students of English living in a socially-disadvantaged area, on the basis of linguistic, cognitive and social variables. Results pinpoint decoding phonological skills, together with working memory and some social aspects as crucial factors when identifying struggling readers.
References
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Anvari, S. H., Trainor, L. J., Woodside, J. y Levy, B. A. (2002). Relations among musical skills, phonological processing, and early reading ability in preschool children. Journal of Experimental Child Psychology, 83(2), 111–130. http://doi.org/DOI: 10.1016/S0022-0965(02)00124-8.
Babayiğit, S. (2015). The relations between word reading, oral language, and reading comprehension in children who speak English as a first (L1) and second language (L2): a multigroup structural analysis. Reading and Writing, 28(4), 527-544. https://doi.org/10.1007/s11145-014-9536-x.
Babayiğit, S. y Stainthorp, R. (2011). Modeling the relationships between cognitive–linguistic skills and literacy skills: New insights from a transparent orthography. Journal of Educational Psychology, 103(1), 169–189. http://doi.org/10.1037/a0021671.
Baddeley, A. (2006). Working memory: An overview. En Pickering, S. J. (Ed.), Working memory and education (pp. 3-33).
Borodkin, K. y Faust, M. (2014). Native language phonological skills in low proficiency second language learners. Language Learning, 64(1), 132–159. http://doi.org/10.1111/lang.12032
Bradley, L. y Bryant, P. E. (1983). Categorizing sounds and learning to read - a causal connection. Nature, 301(5899), 419–421. Recuperado de http://www.scopus.com/inward/record.url?eid=2-s2.0-0020700815&partnerID=40&md5=c6c0302b03af3c8538602b66c988bf95
Buckingham, .J., Wheldall, K. y Beaman-Wheldall, R. (2013). Why poor children are more likely to become poor readers: The school years. Australian Journal of Education, 57(3), 190–213. http://doi.org/10.1177/0004944113495500
Cain, K. y Oakhill, J. (2009). Reading comprehension development from 8 to 14 years the contribution of component skills and processes. En R. K. Wagner, C. Schatschneider, y C. Phythian-Sence (Eds.), Beyond decoding. The Guilford Press.
Combs, B. (2011). Assessing and Adressing Literacy Needs: Cases and Instructional Strategies. Los Angeles: SAGE Publications.
Farkas, G. y Beron, K. (2004). The detailed age trajectory of oral vocabulary knowledge: differences by class and race. Social Science Research, 22(3), 464-497.
Fonseca-Mora, M. C. (2013). Melodías en el proceso de desarrollo de la capacidad lectora. Tonos Digital. Revista Electrónica De Estudios Filológicos, 25(2).
Fonseca-Mora, M. C. y 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), 166–187. https://doi.org/10.1075/resla.30.1.07fon.
Fonseca-Mora, M. C., Fernández-Corbacho, A. y Gómez-Domínguez, M. (2012). Necesidad formativa del profesorado para el desarrollo de la destreza lectora del alumnado de primaria y secundaria. En J. C. González Faraco (Coord.) Identidades culturales y educación en la sociedad mundial (pp.212–224). Huelva: Servicio de Publicaciones de la Universidad de Huelva.
Gentaz E., Sprenger-Charolles L. y Theurel, A. (2015). Differences in the predictors of reading comprehension in first graders from low socio-economic status families with either good or poor decoding skills. PLoS ONE 10(3): e0119581. https://doi.org/10.1371/journal.pone.0119581.
Gómez-Velázquez, F. R., González-Garrido, A. A., Zarabozo, D., y Amano, M. (2010). La velocidad de denominación de letras: el mejor predictor temprano del desarrollo lector en español. Revista mexicana de investigación educativa, 15(46), 823-847.
Goswami, U. (1990). A special link between rhyming skill and the use of orthographic analogies by beginning readers. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 31(2), 301–11. Recuperado de http://www.ncbi.nlm.nih.gov/pubmed/2312655.
Gottardo, A., Collins, P. y Baciu y Robert Gebotys, I. (2008). Predictors of Grade 2 Word Reading and Vocabulary Learning from Grade 1 Variables in Spanish-Speaking Children: Similarities and Differences. Learning Disabilities Research & Practice, 23(1), 11–24. http://doi.org/10.1111/j.1540-5826.2007.00259.x.
Gottardo, A. y Mueller, J. (2009). Are first- and second-language factors related in predicting second-language reading comprehension? A study of Spanish-speaking children acquiring English as a second language from first to second grade. Journal of Educational Psychology, 101(2), 330–344. http://doi.org/10.1037/a0014320.
Gove, A. y Wetterberg, A. (2011). The Early Grade Reading Assessment: An Introduction. The Early Grade Reading Assessment: Applications and Interventions. Durham, NC: Research Triangle Park.
Grant, James O. y Pauly, Heather M. (2016) "Five, Oops, I Mean Six Big Ideas of Literacy," Colleagues, 10(1), Art 10. Recuperado de: http://scholarworks.gvsu.edu/colleagues/vol13/iss1/10.
Harris, R. (2009). Speech and Writing. En D. R. Olson y N. Torrance (Eds.), The Cambridge Handbook of Literacy (pp. 46–58). Cambridge; New York: Cambridge University Press.
Hart, B. y Risley, T. (1995). Meaningful differences in the everyday experience of young American children. Baltimore, MD: Paul H. Brookes Publishing.
Hoover, W. A. y Gough, P. B. (1990). The simple view of reading. Reading and Writing, 2(2), 127–160. http://doi.org/10.1007/BF00401799.
Hulme, C. y Snowling, M. J. (2013). The interface between spoken and written language: developmental disorders. Philosophical Transactions of the Royal Society of London.Series B, Biological Sciences, 369(1634), 20120395.
http://doi.org/10.1098/rstb.2012.0395.
INEE (Instituto Nacional de Evaluación Educativa) (2012). Estudio europeo de competencia lingüística EECL. Vol. 1: Informe español. Madrid: Secretaría General Técnica.
INEE (2017). PIRLS 2016 Estudio internacional de progreso en comprensión lectora Informe español. Madrid: Secretaría General Técnica.
Jiménez, J. E. y Ortiz, M. del R. (2000). Metalinguistic Awareness and Reading Acquisition in the Spanish Language. The Spanish Journal of Psychology, 3, 37–46. http://doi.org/10.1017/S1138741600005527.
Karrass, J. y Braungart-Rieker, J. M. (2005). Effects of shared parent–infant book reading on early language acquisition. Journal of Applied Developmental Psychology, 26(2), 133–148. https://doi.org/10.1016/j.appdev.2004.12.003.
Kirby, J. R. y Savage, R. S. (2008). Can the simple view deal with the complexities of reading? Literacy, 42(2), 75-82. doi:10.1111/j.1741-4369.2008.00487.x.
Koda, K. (1989). The Effects of Transferred Vocabulary Knowledge on the Development of L2 Reading Proficiency. Foreign Language Annals, 22(6), 529–540. http://doi.org/10.1111/j.1944-9720.1989.tb02780.x.
Koda, K. (2005). Insights into Second Language Reading: A Cross-Linguistic Approach. Cambridge, UK: Cambridge University Press. http://doi.org/10.1017/CBO9781139524841.
Konold, T. R., Juel, C. y McKinnon, M. (1999). Building an integrated model of early reading acquisition (Vol. 1–003). Michigan: CIERA.University of Michigan. Recuperado de http://www.ciera.org/library/reports/inquiry-1/1-003/1-003.html.
Konold, T. R., Juel, C., McKinnon, M. y Deffes, R. (2003). A multivariate model of early reading acquisition. Applied Psycholinguistics, 24(01), 89. http://doi.org/10.1017/S0142716403000055.
Morais, J. (1998). El Arte de leer. Aprendizaje (Vol. 130). Madrid: Visor.
Moreno, S., Marques, C., Santos, A., Santos, M., Castro, S. L. y Besson, M. (2009). Musical training influences linguistic abilities in 8-year-old children: more evidence for brain plasticity. Cerebral Cortex (New York, N.Y. : 1991), 19(3), 712–723. http://doi.org/10.1093/cercor/bhn120.
National Reading Panel (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Reports of the subgroups. National Institute of Child Health and Human Development, National Institutes of Health.
Nevills, P. y Wolfe, P. (2009). Building the Reading Brain. PreK-3 (Vol. 2). Thousand Oaks, Calif.: Corwin Press.
OCDE (2016). PISA 2015. Resultados clave.OECD Publishing. https://www.oecd.org/pisa/pisa-2015-results-in-focus-ESP.pdf
Olson, D. R., y Torrance, N. (2009). The Cambridge Handbook of Literacy. Cambridge; New York: Cambridge University Press.
Petersson, K. M., Ingvar, M. y Reis, A. (2009). Language and Literacy from a Cognitive Neuroscience Perspective. In D. R. Olson y N. Torrance (Eds.), The Cambridge Handbook of Literacy (Vol. 1a, pp. 152–181). New York: Cambridge
University Press.
Research Triangle Institute (2009a). Early Grade Reading Assessment Toolkit. Washington, DC: World Bank and RTI International. Recuperado de https://www.eddataglobal.org/reading/.
Research Triangle Institute (adaptado al español por Jiménez, J. E.) (2009b). Manual para la evaluación inicial de la lectura en niños de educación primaria. Washington, D.C.: RTI International. Recuperado de https://www.eddataglobal.org/reading/.
Rodríguez-Parra, M. J., Buiza, J. J., Adrián, J. A. y Alegría, J. (2012). Spoken language, bilingualism, and learning difficulties in written language. Infancia y Aprendizaje, 35(3), 343–364. http://doi.org/10.1174/021037012802238966.
Scarborough, H. (2002). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory and practice. En S. Neuman & D. Dickinson (Eds.), Handbook of early literacy research. (pp. 97–110). London: The Guilford Press.
Sonnenschein, S. y Munsterman, K. (2002). The influence of home-based reading interactions on 5-year-olds’ reading motivations and early literacy development. Early Childhood Research Quarterly, 17(3), 318–337. http://dx.doi.org/10.1016/S0885-2006(02)00167-9.
Spitzer, M. (2016). Bilingual benefits in education and health. Trends in Neuroscience and Education 5(2), 67-76. https://doi.org/10.1016/j.tine.2016.07.004.
Suárez-Coalla, P., García-de-Castro, M. y Cuetos, F. (2013). Variables predictoras de la lectura y la escritura en castellano. Infancia y Aprendizaje, 36(1), 77–89. http://doi.org/10.1174/021037013804826537.
Swart, N. M., Muijselaar, M. M. L., Steenbeek-Planting, E. G., Droop, M., de Jong, P. F. y Verhoeven, L. (2017). Differential lexical predictors of reading comprehension in fourth graders. Reading and Writing, 30(3), 489–507. https://doi.org/10.1007/s11145-016-9686-0.
Tobia, V. y Bonifacci, P. (2015). The simple view of reading in a transparent orthography: the stronger role of oral comprehension Reading and Writing, 28 (7), 939-957. https://doi.org/10.1007/s11145-015-9556-1.
Treiman, R., y Kessler, B. (2007). Learning to read. En M. G. Gaskell (Ed.), The Oxford Handbook of Psycholinguistics (pp. 657–666). Oxford: Oxford University Press.
Verhoeven, L. y van Leeuwe, J. (2012). The simple view of second language reading throughout the primary grades. Reading and Writing, 25(8), 1805–1818. http://doi.org/10.1007/s11145-011-9346-3.
Wagner, R. K., Torgesen, J. K. y Piasta, S. B. (2006). Learning to Read. In M. J. Traxler y M. A. Gernsbacher (Eds.), Handbook of Psycholinguistics (Second Edition) (pp. 1111–1142). London: Academic Press.
Walter, C. (2008). Phonology in Second Language Reading: Not an Optional Extra. TESOL Quarterly, 42(3, Psycholinguistics for TESOL), pp. 455–474. http://www.jstor.org/stable/40264478.
Wechsler, D. (2005). Escala de Inteligencia de Wechsler para Niños-IV. Publicaciones de psicología aplicada. Madrid: TEA Ediciones.
Ziegler, J. C. y Goswami, U. (2005). Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages: A Psycholinguistic Grain Size Theory. Psychological Bulletin, 131(1), 3–29. http://doi.org/10.1037/0033-2909.131.1.3.
Anvari, S. H., Trainor, L. J., Woodside, J. y Levy, B. A. (2002). Relations among musical skills, phonological processing, and early reading ability in preschool children. Journal of Experimental Child Psychology, 83(2), 111–130. http://doi.org/DOI: 10.1016/S0022-0965(02)00124-8.
Babayiğit, S. (2015). The relations between word reading, oral language, and reading comprehension in children who speak English as a first (L1) and second language (L2): a multigroup structural analysis. Reading and Writing, 28(4), 527-544. https://doi.org/10.1007/s11145-014-9536-x.
Babayiğit, S. y Stainthorp, R. (2011). Modeling the relationships between cognitive–linguistic skills and literacy skills: New insights from a transparent orthography. Journal of Educational Psychology, 103(1), 169–189. http://doi.org/10.1037/a0021671.
Baddeley, A. (2006). Working memory: An overview. En Pickering, S. J. (Ed.), Working memory and education (pp. 3-33).
Borodkin, K. y Faust, M. (2014). Native language phonological skills in low proficiency second language learners. Language Learning, 64(1), 132–159. http://doi.org/10.1111/lang.12032
Bradley, L. y Bryant, P. E. (1983). Categorizing sounds and learning to read - a causal connection. Nature, 301(5899), 419–421. Recuperado de http://www.scopus.com/inward/record.url?eid=2-s2.0-0020700815&partnerID=40&md5=c6c0302b03af3c8538602b66c988bf95
Buckingham, .J., Wheldall, K. y Beaman-Wheldall, R. (2013). Why poor children are more likely to become poor readers: The school years. Australian Journal of Education, 57(3), 190–213. http://doi.org/10.1177/0004944113495500
Cain, K. y Oakhill, J. (2009). Reading comprehension development from 8 to 14 years the contribution of component skills and processes. En R. K. Wagner, C. Schatschneider, y C. Phythian-Sence (Eds.), Beyond decoding. The Guilford Press.
Combs, B. (2011). Assessing and Adressing Literacy Needs: Cases and Instructional Strategies. Los Angeles: SAGE Publications.
Farkas, G. y Beron, K. (2004). The detailed age trajectory of oral vocabulary knowledge: differences by class and race. Social Science Research, 22(3), 464-497.
Fonseca-Mora, M. C. (2013). Melodías en el proceso de desarrollo de la capacidad lectora. Tonos Digital. Revista Electrónica De Estudios Filológicos, 25(2).
Fonseca-Mora, M. C. y 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), 166–187. https://doi.org/10.1075/resla.30.1.07fon.
Fonseca-Mora, M. C., Fernández-Corbacho, A. y Gómez-Domínguez, M. (2012). Necesidad formativa del profesorado para el desarrollo de la destreza lectora del alumnado de primaria y secundaria. En J. C. González Faraco (Coord.) Identidades culturales y educación en la sociedad mundial (pp.212–224). Huelva: Servicio de Publicaciones de la Universidad de Huelva.
Gentaz E., Sprenger-Charolles L. y Theurel, A. (2015). Differences in the predictors of reading comprehension in first graders from low socio-economic status families with either good or poor decoding skills. PLoS ONE 10(3): e0119581. https://doi.org/10.1371/journal.pone.0119581.
Gómez-Velázquez, F. R., González-Garrido, A. A., Zarabozo, D., y Amano, M. (2010). La velocidad de denominación de letras: el mejor predictor temprano del desarrollo lector en español. Revista mexicana de investigación educativa, 15(46), 823-847.
Goswami, U. (1990). A special link between rhyming skill and the use of orthographic analogies by beginning readers. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 31(2), 301–11. Recuperado de http://www.ncbi.nlm.nih.gov/pubmed/2312655.
Gottardo, A., Collins, P. y Baciu y Robert Gebotys, I. (2008). Predictors of Grade 2 Word Reading and Vocabulary Learning from Grade 1 Variables in Spanish-Speaking Children: Similarities and Differences. Learning Disabilities Research & Practice, 23(1), 11–24. http://doi.org/10.1111/j.1540-5826.2007.00259.x.
Gottardo, A. y Mueller, J. (2009). Are first- and second-language factors related in predicting second-language reading comprehension? A study of Spanish-speaking children acquiring English as a second language from first to second grade. Journal of Educational Psychology, 101(2), 330–344. http://doi.org/10.1037/a0014320.
Gove, A. y Wetterberg, A. (2011). The Early Grade Reading Assessment: An Introduction. The Early Grade Reading Assessment: Applications and Interventions. Durham, NC: Research Triangle Park.
Grant, James O. y Pauly, Heather M. (2016) "Five, Oops, I Mean Six Big Ideas of Literacy," Colleagues, 10(1), Art 10. Recuperado de: http://scholarworks.gvsu.edu/colleagues/vol13/iss1/10.
Harris, R. (2009). Speech and Writing. En D. R. Olson y N. Torrance (Eds.), The Cambridge Handbook of Literacy (pp. 46–58). Cambridge; New York: Cambridge University Press.
Hart, B. y Risley, T. (1995). Meaningful differences in the everyday experience of young American children. Baltimore, MD: Paul H. Brookes Publishing.
Hoover, W. A. y Gough, P. B. (1990). The simple view of reading. Reading and Writing, 2(2), 127–160. http://doi.org/10.1007/BF00401799.
Hulme, C. y Snowling, M. J. (2013). The interface between spoken and written language: developmental disorders. Philosophical Transactions of the Royal Society of London.Series B, Biological Sciences, 369(1634), 20120395.
http://doi.org/10.1098/rstb.2012.0395.
INEE (Instituto Nacional de Evaluación Educativa) (2012). Estudio europeo de competencia lingüística EECL. Vol. 1: Informe español. Madrid: Secretaría General Técnica.
INEE (2017). PIRLS 2016 Estudio internacional de progreso en comprensión lectora Informe español. Madrid: Secretaría General Técnica.
Jiménez, J. E. y Ortiz, M. del R. (2000). Metalinguistic Awareness and Reading Acquisition in the Spanish Language. The Spanish Journal of Psychology, 3, 37–46. http://doi.org/10.1017/S1138741600005527.
Karrass, J. y Braungart-Rieker, J. M. (2005). Effects of shared parent–infant book reading on early language acquisition. Journal of Applied Developmental Psychology, 26(2), 133–148. https://doi.org/10.1016/j.appdev.2004.12.003.
Kirby, J. R. y Savage, R. S. (2008). Can the simple view deal with the complexities of reading? Literacy, 42(2), 75-82. doi:10.1111/j.1741-4369.2008.00487.x.
Koda, K. (1989). The Effects of Transferred Vocabulary Knowledge on the Development of L2 Reading Proficiency. Foreign Language Annals, 22(6), 529–540. http://doi.org/10.1111/j.1944-9720.1989.tb02780.x.
Koda, K. (2005). Insights into Second Language Reading: A Cross-Linguistic Approach. Cambridge, UK: Cambridge University Press. http://doi.org/10.1017/CBO9781139524841.
Konold, T. R., Juel, C. y McKinnon, M. (1999). Building an integrated model of early reading acquisition (Vol. 1–003). Michigan: CIERA.University of Michigan. Recuperado de http://www.ciera.org/library/reports/inquiry-1/1-003/1-003.html.
Konold, T. R., Juel, C., McKinnon, M. y Deffes, R. (2003). A multivariate model of early reading acquisition. Applied Psycholinguistics, 24(01), 89. http://doi.org/10.1017/S0142716403000055.
Morais, J. (1998). El Arte de leer. Aprendizaje (Vol. 130). Madrid: Visor.
Moreno, S., Marques, C., Santos, A., Santos, M., Castro, S. L. y Besson, M. (2009). Musical training influences linguistic abilities in 8-year-old children: more evidence for brain plasticity. Cerebral Cortex (New York, N.Y. : 1991), 19(3), 712–723. http://doi.org/10.1093/cercor/bhn120.
National Reading Panel (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Reports of the subgroups. National Institute of Child Health and Human Development, National Institutes of Health.
Nevills, P. y Wolfe, P. (2009). Building the Reading Brain. PreK-3 (Vol. 2). Thousand Oaks, Calif.: Corwin Press.
OCDE (2016). PISA 2015. Resultados clave.OECD Publishing. https://www.oecd.org/pisa/pisa-2015-results-in-focus-ESP.pdf
Olson, D. R., y Torrance, N. (2009). The Cambridge Handbook of Literacy. Cambridge; New York: Cambridge University Press.
Petersson, K. M., Ingvar, M. y Reis, A. (2009). Language and Literacy from a Cognitive Neuroscience Perspective. In D. R. Olson y N. Torrance (Eds.), The Cambridge Handbook of Literacy (Vol. 1a, pp. 152–181). New York: Cambridge
University Press.
Research Triangle Institute (2009a). Early Grade Reading Assessment Toolkit. Washington, DC: World Bank and RTI International. Recuperado de https://www.eddataglobal.org/reading/.
Research Triangle Institute (adaptado al español por Jiménez, J. E.) (2009b). Manual para la evaluación inicial de la lectura en niños de educación primaria. Washington, D.C.: RTI International. Recuperado de https://www.eddataglobal.org/reading/.
Rodríguez-Parra, M. J., Buiza, J. J., Adrián, J. A. y Alegría, J. (2012). Spoken language, bilingualism, and learning difficulties in written language. Infancia y Aprendizaje, 35(3), 343–364. http://doi.org/10.1174/021037012802238966.
Scarborough, H. (2002). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory and practice. En S. Neuman & D. Dickinson (Eds.), Handbook of early literacy research. (pp. 97–110). London: The Guilford Press.
Sonnenschein, S. y Munsterman, K. (2002). The influence of home-based reading interactions on 5-year-olds’ reading motivations and early literacy development. Early Childhood Research Quarterly, 17(3), 318–337. http://dx.doi.org/10.1016/S0885-2006(02)00167-9.
Spitzer, M. (2016). Bilingual benefits in education and health. Trends in Neuroscience and Education 5(2), 67-76. https://doi.org/10.1016/j.tine.2016.07.004.
Suárez-Coalla, P., García-de-Castro, M. y Cuetos, F. (2013). Variables predictoras de la lectura y la escritura en castellano. Infancia y Aprendizaje, 36(1), 77–89. http://doi.org/10.1174/021037013804826537.
Swart, N. M., Muijselaar, M. M. L., Steenbeek-Planting, E. G., Droop, M., de Jong, P. F. y Verhoeven, L. (2017). Differential lexical predictors of reading comprehension in fourth graders. Reading and Writing, 30(3), 489–507. https://doi.org/10.1007/s11145-016-9686-0.
Tobia, V. y Bonifacci, P. (2015). The simple view of reading in a transparent orthography: the stronger role of oral comprehension Reading and Writing, 28 (7), 939-957. https://doi.org/10.1007/s11145-015-9556-1.
Treiman, R., y Kessler, B. (2007). Learning to read. En M. G. Gaskell (Ed.), The Oxford Handbook of Psycholinguistics (pp. 657–666). Oxford: Oxford University Press.
Verhoeven, L. y van Leeuwe, J. (2012). The simple view of second language reading throughout the primary grades. Reading and Writing, 25(8), 1805–1818. http://doi.org/10.1007/s11145-011-9346-3.
Wagner, R. K., Torgesen, J. K. y Piasta, S. B. (2006). Learning to Read. In M. J. Traxler y M. A. Gernsbacher (Eds.), Handbook of Psycholinguistics (Second Edition) (pp. 1111–1142). London: Academic Press.
Walter, C. (2008). Phonology in Second Language Reading: Not an Optional Extra. TESOL Quarterly, 42(3, Psycholinguistics for TESOL), pp. 455–474. http://www.jstor.org/stable/40264478.
Wechsler, D. (2005). Escala de Inteligencia de Wechsler para Niños-IV. Publicaciones de psicología aplicada. Madrid: TEA Ediciones.
Ziegler, J. C. y Goswami, U. (2005). Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages: A Psycholinguistic Grain Size Theory. Psychological Bulletin, 131(1), 3–29. http://doi.org/10.1037/0033-2909.131.1.3.
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2018-09-14
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Development of foreign language reading skills in primary education. Struggling readers profile. (2018). TEJUELO. Didactics of Language and Literature. Education, 28, 91-126. https://doi.org/10.17398/1988-8430.28.91
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