Los componentes de la velocidad de denominación y su relación con la comprensión lectora en español
Contenido principal del artículo
Resumen
La velocidad de denominación es uno de los principales predictores de la lectura especialmente en ortografías transparentes como el español. Si bien ha sido consistentemente estudiada al nivel de la lectura de palabras, pocos trabajos tratan de explicar su relación con la comprensión lectora. Desde la perspectiva del análisis de los componentes de la velocidad de denominación: pausas entre ítems y tiempos de articulación; esta investigación exploró la relación entre la velocidad de denominación y la comprensión lectora en estudiantes chilenos de primero a cuarto básico. Además, evaluó si es que esta relación se explica por las habilidades en la precisión de lectura de palabras y fluidez lectora. Los resultados muestran que ambos componentes comparten una cantidad significativa de varianza con la comprensión. Sin embargo comparativamente es mayor la relación de las pausas entre ítems con la comprensión. Cuando incluimos en la relación entre la velocidad de denominación y la comprensión lectora, la precisión en la lectura de palabras y la fluidez, estas variables median la relación. Los resultados se discuten en el contexto de la velocidad de denominación como una variable relacionada con la fluidez en la lectura y la utilidad de su evaluación en el contexto escolar.
Detalles del artículo
Aquellos autores/as que tengan publicaciones con esta revista, aceptan los términos siguientes:
- Los autores/as conservarán sus derechos de autor y garantizarán a la revista el derecho de primera publicación de su obra, el cuál estará simultáneamente sujeto a la Licencia de reconocimiento de Creative Commons Reconocimiento-NoComercial-SinObrasDerivadas, que permite a terceros compartir reconociendo adecuadamente la auoria del texto, no utilizar el material con fines comerciales, y si remezcla, transforma o crea a partir del material, no puede difundir el material modificado.
- Se permite y recomienda a los autores/as difundir su obra a través de Internet (p. ej.: repositorios institucionales o en su página web) solo después de la aceptación y publicación del envío, lo cual puede producir intercambios interesantes y aumentar las citas de la obra publicada. (Véase El efecto del acceso abierto).
Citas
Altani, A., Protopapas, A., & Georgiou, G. K. (2017). The contribution of executive functions to naming digits, objects, and words. Reading and Writing, 30(1), 121-141. doi: https://doi.org/10.1007/s11145-016-9666-4
Araújo, S., Reis, A., Petersson, K. M., & Faísca, L. (2015). Rapid automatized naming and reading performance: A meta-analysis. Journal of Educational Psychology, 107(3), 868-883. doi: http://dx.doi.org/10.1037/edu0000006
Arnell, K. M., Joanisse, M. F., Klein, R. M., Busseri, M. A., & Tannock, R. (2009). Decomposing the relation between Rapid Automatized Naming (RAN) and reading ability. Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale, 63(3), 173. doi: http://dx.doi.org/10.1037/a0015721
Boersma, P., & Weenink, D. (2014). Praat: doing phonetics by computer [Computer program]. Version 5.4.06, retrieved 08 september 2014 from http://www.praat.org/
Bravo-Valdivieso, L., & Escobar, J. P. (2014). How transparent is Spanish orthography?/¿ Cuán transparente es nuestra ortografía castellana? Estudios de Psicología, 35(3), 442-449. doi: https://doi.org/10.1080/02109395.2014.965455
Brooks, A. D., Berninger, V. W., & Abbott, R. D. (2011). Letter naming and letter writing reversals in children with dyslexia: momentary inefficiency in the phonological and orthographic loops of working memory. Developmental Neuropsychology, 36(7), 847-868. doi: https://doi.org/10.1080/87565641.2011.606401
Christopher, M. E., Miyake, A., Keenan, J. M., Pennington, B., DeFries, J. C., Wadsworth, S. J. ... Olson, R. K. (2012). Predicting word reading and comprehension with executive function and speed measures across development: a latent variable analysis. Journal of Experimental Psychology, 141(3), 470. doi: https://doi.org//10.1037/a0027375
Cobbold, S., Passenger, T., & Terrell, C. (2003). Serial naming speed and the component elements of speech time and pause time: Relationships with the development of word-level reading in children aged four to five years. Journal of Research in Reading, 26, 165–176. doi: https://doi.org/10.1111/1467-9817.00194
Denckla, M. B., & Rudel, R. (1974). Rapid “automatized” naming of pictured objects, colors, letters and numbers by normal children. Cortex, 10(2), 186-202. doi: https://doi.org/10.1016/S0010-9452(74)80009-2
Di Filippo, G., Brizzolara, D., Chilosi, A., De-Luca, M., Judica, A., Pecini, C. ... Zoccolotti, P. (2005). Rapid naming, not cancellation speed or articulation rate, predicts reading in an orthographically regular language (Italian). Child Neuropsychology, 11(4), 349-361. doi: https://doi.org/10.1080/09297040490916947
Florit, E., y Cain K. (2011). The simple view of reading: Is it valid for different types of alphabetic orthographies? Educational Psychology Review, 23(4), 553-576. doi: https://doi.org/10.1007/s10648-011-9175-6
Fumagalli, J. C., Barreyro, J. P., & Jaichenco, V. I. (2017). Fluidez lectora en niños: cuáles son las habilidades subyacentes. Ocnos: Revista de estudios sobre lectura, 16(1), 50-61. doi: http://dx.doi.org/10.18239/ocnos_2017.16.1.1332
Furnes, B., & Samuelsson, S. (2011). Phonological awareness and rapid automatized naming predicting early development in reading and spelling: Results from a cross-linguistic longitudinal study. Learning and Individual Differences, 21(1), 85-95. doi: https://doi.org/10.1016/j.lindif.2010.10.005
García, J. R., & Cain, K. (2014). Decoding and reading comprehension: A meta-analysis to identify which reader and assessment characteristics influence the strength of the relationship in English. Review of Educational Research, 84(1), 74-111. doi: https://doi.org/10.3102/0034654313499616
Georgiou, G. K., Aro, M., Liao, C. H., & Parrila, R. (2014). The Contribution of RAN Pause Time and Articulation Time to Reading Across Languages: Evidence From a More Representative Sample of Children. Scientific Studies of Reading, en prensa, 1-10. doi: https://doi.org/10.1080/10888438.2014.956927
Georgiou, G., Papadopoulos, T., & Kaizer, E. (2014). Different RAN components relate to reading at different points in time. Reading and Writing, 27, 1379- 1394. doi: https://doi.org/10.1007/s11145-014-9496-1
Georgiou, G., Parrila, R., & Kirby, J. (2009). Ran components and reading development from grade 3 to grade 5: What underlies their relationship?. Scientific Studies of Reading, 13(6), 508- 534. doi: https://doi.org/10.1080/10888430903034796
Gómez-Velázquez, F. R., González-Garrido, A. A., Zarabozo, D., & 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.
Gutiérrez-Fresneda, R. (2017). Efecto de la lectura compartida y las habilidades prelectoras en el aprendizaje lector. Ocnos: Revista de estudios sobre lectura, 16(2), 17-26. doi: http://dx.doi.org/10.18239/ocnos_2017.16.2.1356
Ho, C. S. H., Zheng, M., McBride, C., Hsu, L. S. J., Waye, M. M., & Kwok, J. C. Y. (2017). Examining an extended simple view of reading in Chinese: The role of naming efficiency for reading comprehension. Contemporary Educational Psychology, 51, 293-302. doi: https://doi.org/10.1016/j.cedpsych.2017.08.009
Johnston, T. C., & Kirby, J. R. (2006). The contribution of naming speed to the simple view of reading. Reading and Writing, 19(4), 339-361. doi: https://doi.org/10.1007/s11145-005-4644-2
Joshi, R. M., & Aaron, P. G. (2000). The component model of reading: Simple view of reading made a little more complex. Reading Psychology, 21(2), 85-97. doi: https://doi.org/10.1080/02702710050084428
Katz, L., & Frost, R. (1992). The reading process is different for different orthographies: The orthographic depth hypothesis. Advances in psychology, 94, 67-84. doi: https://doi.org/10.1016/S0166-4115(08)62789-2
Katzir, T., Kim, Y., Wolf, M., O'Brien, B., Kennedy, B., Lovett, M., & Morris, R. (2006). Reading fluency: The whole is more than the parts. Annals of dyslexia, 51-82. doi: https://doi.org/10.1007/s11881-006-0003-5
Kendeou, P., Van-den-Broek, P., White, M. J., & Lynch, J. S. (2009). Predicting reading comprehension in early elementary school: The independent contributions of oral language and decoding skills. Journal of Educational Psychology, 101(4), 765. doi: http://dx.doi.org/10.1037/a0015956
Kieffer, M. J., Vukovic, R. K., & Berry, D. (2013). Roles of attention shifting and inhibitory control in fourth grade reading comprehension. Reading Research Quarterly, 48(4), 333-348. doi: https://doi.org/10.1002/rrq.54
Kim, Y. S., Wagner, R. K., & Foster, E. (2011). Relations among oral reading fluency, silent reading fluency, and reading comprehension: A latent variable study of first-grade readers. Scientific Studies of Reading, 15(4), 338-362. doi: https://doi.org/10.1080/10888438.2010.493964
Kirby, J. R., Parrila, R. K., & Pfeiffer, S. L. (2003). Naming speed and phonological awareness as predictors of reading development. Journal of Educational Psychology, 95(3), 453. doi: http://dx.doi.org/10.1037/0022-0663.95.3.453
Kobayashi, M. S., Haynes, C. W., Macaruso, P., Hook, P. E., & Kato, J. (2005). Effects of mora deletion, nonword repetition, rapid naming, and visual search performance on beginning reading in Japanese. Annals of Dyslexia, 55(1), 105-128. doi: https://doi.org/10.1007/s11881-005-0006-7
Lai, S. A., Benjamin, R., Schwanenflugel, P. J., & Kuhn, M. R. (2014). The Longitudinal Relationship Between Reading Fluency and Reading Comprehension Skills in Second-Grade Children. Reading & Writing Quarterly, 30(2), 116-138. doi: https://doi.org/10.1080/10573569.2013.789785
Lebrero, M. P., & Lebrero, T. (1996). Cómo y cuándo enseñar a leer y a escribir. Síntesis: Madrid.
Li, J. J., Cutting, L. E., Ryan, M., Zilioli, M., Denckla, M. B., & Mahone, E. M. (2009). Response variability in rapid automatized naming predicts reading comprehension. Journal of Clinical and Experimental Neuropsychology, 31(7), 877-888. doi: https://doi.org/10.1080/13803390802646973
Li, M., Kirby, J., & Georgiou, G. K. (2011). Rapid naming speed components and reading comprehension in bilingual children. Journal of Research in Reading, 34(1), 6-22. doi: https://doi.org/10.1111/j.1467-9817.2010.01476.x
Logan, G. (1997). Automaticity and reading: perspectives from the instance theory of automatization. Reading and Writing Quarterly, 13, 123- 146. doi: https://doi.org/10.1080/1057356970130203
López-Escribano, C., Sánchez-Hípola, P., Suro-Sánchez, J., & Leal-Carretero, F. (2014). Análisis comparativo de estudios sobre la velocidad de nombrar en español y su relación con la adquisición de la lectura y sus dificultades. Universitas Psychologica, 13(2). doi: https://doi.org/10.11144/Javeriana.UPSY13-2.aces
Manis, F. R., Doi, L. M., & Bhadha, B. (2000). Naming speed, phonological awareness, and orthographic knowledge in second graders. Journal of learning disabilities, 33(4), 325-333. doi: https://doi.org/10.1177/002221940003300405
Misra, M., Katzir, T., Wolf, M., & Poldrack, R. A. (2004). Neural systems for rapid automatized naming in skilled readers: Unraveling the RAN-reading relationship. Scientific Studies of Reading, 8(3), 241-256. doi: https://doi.org/10.1207/s1532799xssr0803_4
Muñoz, A. F, Woodcock, R. W., McGrew, K. S., & Mather, N. (2005). Batería III Woodcock-Muñoz: pruebas de habilidades cognitivas. Illinois: Riverside Publishing Company.
Nation, K., Marshall, C. M., & Snowling, M. J. (2001). Phonological and semantic contributions to children's picture naming skill: Evidence from children with developmental reading disorders. Language and Cognitive Processes, 16(2-3), 241-259. doi: https://doi.org/10.1080/01690960042000003
Neuhaus, G. F., & Post, Y. (2003). Aye, aye, aye, aye: Orthography enhances rapid word reading in an exploratory study. Journal of Research in Reading, 26(2), 141-150. doi: https://doi.org/10.1111/1467-9817.00192
Neuhaus, G., Foorman, B. R., Francis, D. J., & Carlson, C. D. (2001). Measures of information processing in rapid automatized naming (RAN) and their relation to reading. Journal of experimental child psychology, 78(4), 359-373. doi: https://doi.org/10.1006/jecp.2000.2576
Nimon, K. (2010). Regression commonality analysis: demonstration of an SPSS solution. Multiple Linear Regression Viewpoints, 36(1), 10- 17.
Papadopoulos, T. C., Spanoudis, G. C., & Georgiou, G. K. (2016). How is RAN related to reading fluency? A comprehensive examination of the prominent theoretical accounts. Frontiers in psychology, 7. doi: https://doi.org/10.3389/fpsyg.2016.01217
Perfetti, C. (2007). Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 11(4), 357-383. doi: https://doi.org/10.1080/10888430701530730
Perfetti, C., & Hogaboam, T. (1975). Relationship between single word decoding and reading comprehension skill. Journal of Educational Psychology, 67(4), 461-469. doi: http://dx.doi.org/10.1037/h0077013
Perfetti, C., & Stafura, J. (2014). Word knowledge in a theory of reading comprehension. Scientific Studies of Reading, 18(1), 22-37. doi: https://doi.org/10.1080/10888438.2013.827687
Poulsen, M., Juul, H., & Elbro, C. (2015). Multiple mediation analysis of the relationship between rapid naming and reading. Journal of Research in Reading, 38(2), 124-140. doi: https://doi.org/10.1111/j.1467-9817.2012.01547.x
Powell, D., Stainthorp, R., Stuart, M., Garwood, H., & Quinlan, P. (2007). An experimental comparison between rival theories of rapid automatized naming performance and its relationship to reading. Journal of Experimental Child Psychology, 98(1), 46-68. doi: https://doi.org/10.1016/j.jecp.2007.04.003
Savage, R. S., Frederickson, N., Goodwin, R., Patni, U., Smith, N., & Tuersley, L. (2005). Relationships among rapid digit naming, phonological processing, motor automaticity, and speech perception in poor, average, and good readers and spellers. Journal of learning disabilities, 38(1), 12-28. doi: https://doi.org/10.1177/00222194050380010201
Seymour, P. H., Aro, M., & Erskine, J. M. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94, 143–174. doi: https://doi.org/10.1348/000712603321661859
Share, D. (2008). On the anglocentricities of current reading research and practice: The perils of overreliance on an outlier orthography. Psychologycal Bulletin, 134(4), 584- 615. doi: http://dx.doi.org/10.1037/0033-2909.134.4.584
Shum, K. K. M., & Au, T. K. F. (2017). Why Does Rapid Naming Predict Chinese Word Reading?. Language Learning and Development, 13(1), 127-142. doi: https://doi.org/10.1080/15475441.2016.1232651
Tabachnick, B. G. & Fidell, L. S. (2007). Using Multivariate Statistics (5a ed.). Nueva York, Estados Unidos: Allyn and Bacon.
Tannock, R., Martinussen, R., & Frijters, J. (2000). Naming speed performance and stimulant effects indicate effortful, semantic processing deficits in attention-deficit/hyperactivity disorder. Journal of abnormal child psychology, 28(3), 237-252. doi: https://doi.org/10.1023/A:1005192220001
Tobia, V., & Bonifacci, P. (2015). The simple view of reading in a transparent orthography: the stronger role of oral comprehension. Reading and Writing, 28 (7), 1-19. doi: https://doi.org/10.1007/s11145-015-9556-1
Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Burgess, S., & Hecht, S. (1997). Contributions of phonological awareness and rapid automatic naming ability to the growth of word-reading skills in second-to fifth-grade children. Scientific Studies of Reading, 1(2), 161-185. doi: https://doi.org/10.1207/s1532799xssr0102_4
Vaessen, A., Gerretsen, P., & Blomert, L. (2009). Naming problems do not reflect a second independent core deficit in dyslexia: Double deficits explored. Journal of Experimental Child Psychology, 103(2), 202-221. doi: https://doi.org/10.1016/j.jecp.2008.12.004
Weng, X., Li, G., & Li, R. (2016). Mediating effects of working memory in the relation between rapid automatized naming and Chinese reading comprehension. Journal of psycholinguistic research, 45(4), 945-959. doi: https://doi.org/10.1007/s10936-015-9385-z
Wolf, M. (1991). Naming speed and reading: The contribution of the cognitive neurosciences. Reading Research Quarterly, 123-141. doi: https://doi.org/10.2307/747978
Ziegler, J., Bertrand, D., Tóth, D., Csépe, V., Reis, A., Faísca, L. … Blomert, L. (2010). Ortographic depth and its impact on universal predictors of reading: A cross language investigation. Psychological Science, 21(4), 551- 559. doi: https://doi.org/10.1177/0956797610363406