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Direct linkPorta, María Elsa; Ramirez, Gloria – International Journal of School & Educational Psychology, 2020
This study examined the impact of two different interventions: Phonological Awareness PA-only versus PA, vocabulary, and Morphological Awareness (MA) on Spanish-speaking kindergarteners' language and literacy skills. We took measures on PA, vocabulary, letter-name and sound knowledge, and MA. Children in the comprehensive intervention condition…
Descriptors: Early Intervention, Vocabulary Development, Phonological Awareness, Morphology (Languages)
Diuk, Beatriz; Barreyro, Juan Pablo; Ferroni, Marina; Mena, Milagros; Serrano, Francisca – Journal of Cognition and Development, 2019
Reading difficulties of children growing up in poverty contexts have not received as much attention as those of children from middle-income families. This paper analyzes the reading-related cognitive profiles of Argentine, Spanish-speaking, low-SES children with reading difficulties (RD), by comparing them with chronological age- (CA) and reading…
Descriptors: Reading Difficulties, Socioeconomic Status, Cognitive Processes, Profiles
McBride, Kara – Hispania, 2015
This study explores which features of Spanish as a foreign language (SFL) pronunciation most impact raters' evaluations. Native Spanish speakers (NSSs) from regions with different pronunciation norms were polled: 147 evaluators from northern Mexico and 99 evaluators from central Argentina. These evaluations were contrasted with ratings from…
Descriptors: Spanish, Pronunciation, Second Language Learning, Native Speakers
