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Psykhe (Santiago)

versión On-line ISSN 0718-2228

Resumen

FERRONI, Marina V  y  DIUK, Beatriz G. Phonological Recoding and Formation of Orthographic Representations in Spanish. Psykhe [online]. 2014, vol.23, n.2, pp.1-11. ISSN 0718-2228.  http://dx.doi.org/10.7764/psykhe.23.2.599.

The study aimed to explore whether phonological recoding can be considered a self-teaching mechanism of the orthographic representations of Spanish words. Through intentional sampling, 46 3rd graders from a Buenos Aires school participated in an experimental study. Children had to read short stories which included target pseudowords. These pseudowords contained one phoneme that can be represented by more than one grapheme in the Spanish orthographic system (/b/ as <B> or <V>). Two days after reading the stories children were post-tested in order to explore whether orthographic learning had taken place. Descriptive statistics and means comparisons (Wilcoxon and Friedman tests) were calculated. General results supported the hypothesis of phonological recoding as a self-teaching mechanism. However, an item-based analysis showed that, in those cases in which the pseudoword included a non-dominant grapheme substantially less frequent than the dominant version (/s/ as <S> or <C>), reading was not enough to form an orthographic representation.

Palabras clave : reading; phonology; spelling; graphemes; frequency.

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