Aprendiendo a leer y escribir en españolademás de la fonología, ¿qué otros procesos?

  1. Defior Citoler, Sylvia Ana
  2. Jiménez Fernández, Gracia
  3. Calet Ruiz, Nuria
  4. Serrano Chica, Francisca
Journal:
Estudios de Psicología = Studies in Psychology

ISSN: 0210-9395,  1579-3699

Year of publication: 2015

Volume: 36

Issue: 3

Pages: 580-591

Type: Article

DOI: 10.1080/02109395.2015.1078552 DIALNET GOOGLE SCHOLAR

More publications in: Estudios de Psicología = Studies in Psychology

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Abstract

This study reviews some of the most relevant cognitive skills related to literacy acquisition in Spanish. Beyond the well-known influence of phonological segmental skills, it highlights the growing importance of other cognitive skills needed for acquisition, whether explicit or implicit in nature, to which too little attention has been devoted, including suprasegmental or prosodic skills, morphological skills and the implicit learning of linguistic regularities. It appears that all these skills constitute relevant factors that should be taken into account in order to understand typical as well as atypical literacy development

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Funding information

This research was conducted within the PSI2010-21983-CO2-01 project, funded by the Ministry of Economy and Competitiveness (MINECO), and the research group HUM-820, funded by the Junta de Andalucía (JA). / Esta investigación se ha realizado en el marco del proyecto PSI2010-21983-CO2-01, subvencionado por Ministerio de Economía y Competitividad (MINECO), y el grupo de investigación HUM-820, subvencionado por la Junta de Andalucía (JA).

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