Word reading and spelling in middle school children of low socioeconomic status: an exploratory study
Keywords:
teenagers, poverty, reading, spellingAbstract
In recent decades, the educational system of Argentina has gone through an important process of educational inclusion. However, concern about the quality of education has been occupying an increasingly predominant place: performance around language, specifically in reading comprehension and textual production skills, is alarming even in middle school subjects. In this regard, some studies carried out with middle school students suggest that there would be a significant percentage of subjects whose difficulty in processing texts lies in basic problem literacy skills (reading and/or spelling words). For that reason, this paper aims to explore reading and spelling skills of teenagers of low social economic level from public schools of Buenos Aires, Argentina. For this, reading and spelling of differ types of words were measure in 85 subjects aged 13 to 15. Results showed very low performance in orthographically complex words spelling and in children reading rate. No correlations were observed between educational level of subjects and their performance. These results are discussed based on the low educational proposals quality that subjects from this type of population have access to, which generates a high level of intragroup variability in literacy skills.
Downloads
References
Abadzi, H. (2006). Efficient Learning for the Poor: Insights from the Frontier of Cognitive Neuroscience. World Bank. https://ideas.repec.org/b/wbk/wbpubs/7023.html
Balbi, A., von-Hagen, A., Ruiz, C., & Cuadro, A. (2019). Precursores de la Competencia Lectora Inicial en Escolares Hispanoparlantes de Nivel Socioeconómico Vulnerable. Psykhe, 29, 1-15. https://doi.org/10.7764/psykhe.29.1.1403
Borzone, A., & Rosemberg, C. (2004). Niños y maestros por el camino de la alfabetización. Red de Apoyo Escolar.
Borzone, A. M., Rosemberg, C. R., Diuk, B., Silvestri, A., & Plana, D. (2004). Niños y maestros por el camino de la alfabetización. Red de Apoyo Escolar.
Borzone A., & Signorini, A. (1994). Phonological awareness and reading and spelling abilities in Spanish-speaking children. British Journal of Educational Psychology, 64, 429-439. https://doi.org/10.1111/j.2044-8279.1994.tb01114.x
Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19, 5-51. https://doi.org/10.1177/1529100618772271
Chard, D. J., Vaughn, S., & Tyler, B. (2002). A synthesis of research on effective interventions for building fluency with elementary students with learning disabilities. Journal of Learning Disabilities, 35, 386–406. https://doi.org/10.1177/00222194020350050101
Cuetos, F., Rodríguez, B., Ruano, E., & Arribas, D. (2012). PROLEC-R: Batería de Evaluación de los Procesos Lectores, Revisada. TEA Ediciones.
Dickinson, D. K. (2011). Teacher’s language practices and academic outcomes of preschool children. Science, 333, 964-967. https://doi.org/10.1126/science.1204526
Diuk, B., Barreyro, J. P., Ferroni, M., Mena, M., & Serrano, F. (2019). Reading difficulties in low-SES children: A study of cognitive profiles. Journal of Cognition and Development, 20, 75-95. https://psycnet.apa.org/doi/10.1080/15248372.2018.1545656
Diuk, B., Ferroni, M., Mena, M., & Barreyro, J. (2017). Respuesta a la intervención y escritura en niños de grupos sociales vulnerados. Páginas de Educación, 10, 96-110. https://doi.org/10.22235/pe.v10i2.1426
Ehri, (2020). The science of learning to read words: A case for systematic phonics instruction. Reading Research Quarterly, 55, 45-60. https://doi.org/10.1002/rrq.334
Ferroni, M. (2022). Nivel económico-social familiar, escolar y contexto alfabetizador hogareño: su incidencia en el proceso de alfabetización en niños de barrios vulnerados. https://doi.org/10.11600/ale.v14i1.676
Ferroni, M. V., Barreyro, J. P., Mena, M., & Diuk, B. G. (2019). Perfiles cognitivos de niños de nivel socioeconómico bajo con dificultades en la velocidad lectora: análisis de los resultados de una intervención. Interdisciplinaria, 36(1), 273-288. https://doi.org/10.16888/interd.36.1.18
Ferroni, M., & D´Ambrosio, A. C. (2022). Niveles de alfabetización en niños de diferente nivel económico-social: análisis del impacto de una intervención en niños que crecen en entornos vulnerados. Orientación Y Sociedad, 22(2), e051. https://doi.org/10.24215/18518893e051
Ferroni, M., Diuk, B. & Mena M. (2016). Desarrollo de la lectura y la escritura de palabras con ortografía compleja: sus predictores. Avances en Psicología Latinoamericana, 34, 253-271. http://doi.org/10.12804/apl34.2.2016.04
Ferroni, M., & Jaichenco, V. (2020). Comprensión lectora en contextos de pobreza: un análisis desde la Visión Simple de la Lectura. Lenguaje, 48(2), 225–240. https://doi.org/10.25100/lenguaje.v48i2.8610
Gutiérrez, R. (2018). Habilidades favorecedoras del aprendizaje de la lectura en alumnos de 5 y 6 años. Revista Signos, 51, 45-60. https://doi.org/0.4067/S0718-09342018000100045
Hackman, D., & Farah, M. (2009). Socioeconomic Status and the Developing Brain. Trends in Cognitive Sciences, 13, 65-73. https://doi.org/10.1016%2Fj.tics.2008.11.003
Hernández Sampieri, R., Fernández, C., & Baptista, P. (2014). Metodología de la investigación. McGraw-Hill.
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, 230–251. https://psycnet.apa.org/doi/10.1598/RRQ.45.2.4
Martínez Martín, J., & García Pérez, E. (2004). Diccionario frecuencias del castellano escrito en niños de 6 a 12 años. Universidad Pontificia de Salamanca.
Ministerio de Educación de CABA (2021). Pruebas Fepba: Reporte de Resultados. https://buenosaires.gob.ar/sites/default/files/2023-04/Evaluaci%C3%B3n%20FEPBA.%20Informe%202021_1.pdf
Ministerio de Educación de la Nación (2022). Pruebas Aprender: Reporte de Resultados. https://www.argentina.gob.ar/sites/default/files/2022/09/aprender_informe_muestral_primaria_2022_v2.pdf
Morais, J. (2018). Lire, écrire et être libre: de l’alphabétisation à la démocratie. Odile Jacob.
O’Connor, R. E. (2018). Reading fluency and students with reading disabilities: How fast is fast enough to promote reading comprehension? Journal of Learning Disabilities, 51, 124-136. https://doi.org/10.1177/0022219417691835
Perfetti, C. (1992). The representation problem in reading acquisition. En P. B. Gough, L. C. Ehri & R. Treiman (Eds.), Reading acquisition (pp. 145-174). Lawrence Erlbaum.
Piacente, T. (2023). Desafíos del aprendizaje de la lectura y la escritura. Orientación y Sociedad, 23, e057. https://doi.org/10.24215/18518893e057
Rivera Ibaceta, J., Ferroni, M., & Moreira Tricot, K. (2022). Habilidades prelectoras en niños uruguayos de diferente nivel socioeconómico. Interdisciplinaria, 39, 93- 105. https://doi.org/10.16888/interd.2022.39.3.5
Roldán, L. Á., Formoso, J., Zabaleta, V., & Barreyro, J. P. (2022). Las relaciones entre prosodia y comprensión lectora en alumnos hispanohablantes: revisión sistemática y metaanálisis. Interdisciplinaria, 39, 121-135. https://doi.org/10.16888/interd.2022.39.3.7
Roldán, L. Á., Zabaleta, V., & Frers, N. (2019). Leer y comprender en la escuela secundaria: una experiencia de intervención. Actualidades Pedagógicas, 74, 79-101. https://doi.org/10.19052/ap.vol1.iss74.4
Sánchez Abchi, V., Diuk, B., Borzone, A. M., & Ferroni, M. (2009). El desarrollo de la escritura de palabras en español: Interacción entre el conocimiento fonológico y ortográfico. Interdisciplinaria, 26, 95-119. http://www.redalyc.org/articulo.oa?id=18011862005
Sautú, R. (1991). Teoría y medición del estatus ocupacional: escalas ocupacionales objetivas y de prestigio. Universidad de Buenos Aires.
Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. Neuman & D. Dickinson (Eds.), Handbook for research in early literacy. Guilford Press.
Share, D. L (2021). Is the science of reading just the science of reading English? Reading Research Quarterly, 56, S391-S402. https://doi.org/10.1002/rrq.401
Signorini, A., & Piacente, T. (2001). Adquisición de la lectura en español: las habilidades de procesamiento de palabras en lectores iniciales. Revista lrice, 15, 5-29.
Snow, C. (2018). Simple and not-so-simple views of reading. Remedial and Special Education, 39, 313-316. https://doi.org/10.1177/0741932518770288
Stuart, M., & Stainthorp, R. (2016). Supporting teachers in the teaching of reading, or what every teacher should know. Patoss Bulletin, 29, 33-59.
Urquijo, S., García Coni, A., & Fernandes, D. (2015). Relación entre aprendizaje de la lectura y nivel socioeconómico en niños argentinos. Avances en Psicología Latinoamericana, 33, 303-318. https://doi.org/dx.doi.org/10.12804/apl33.02.2015.09
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Marina Ferroni
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
This journal provides free, immediate access to its content under the principle of making research freely available to the public, which fosters a greater exchange of global knowledge.
Authors who publish in Areté, Revista Digital del Doctorado en Educación, agree to the following terms:
- Authors retain copyright and grant the journal the right to be the first publication of the work, as well as licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of authorship of the work and initial publication in this journal.
- Authors may separately establish additional agreements for the non-exclusive distribution of the version of the work published in the journal (for example, placing it in an institutional repository or publishing it in a book), with an acknowledgement of its initial publication in this journal and not to be used for commercial purposes.
- The contents and images included in the articles are the responsibility of the author(s). Areté, Revista Digital del Doctorado en Educación, is not responsible for the information included in them.
- Authors agree with the license of use used by the journal, with the self-archiving conditions and with the open access policy.
- Authors are allowed to disseminate electronically (e.g., in institutional repositories or on their own website) the published version of their work, as it favors its earlier circulation and dissemination and thus a possible increase in its citation and reach among the academic community.
- In case of reuse of published works, the existence and specifications of the license of use must be mentioned, as well as the authorship and original source of publication.
