Abstract :
The relationship between written words and their pronunciation varies considerably among different
orthographic systems, and these variations have repercussions on learning to read. Children whose
languages have deep orthographies must learn to pronounce larger units, such as rhymes, morphemes, or
whole words, to achieve the correct pronunciation of some words. However, children whose languages
have transparent orthographies need only learn to pronounce graphemes to be able to read any word.
In this study, the reading evolution of Spanish-speaking children was investigated for the purpose of
discovering when and for what types of stimuli lexical information is used in Spanish. Five- to 10-
year-old children were presented with lists of stimuli in which lexicality, frequency, and length were
manipulated. The results in terms of reading accuracy and speed showed that the influence of stimulus
length is great in the early grades and later diminishes, and just the opposite is the case for lexicality
and frequency. These data suggest that reading acquisition in Spanish constitutes a continuum that
ranges from phonological recoding to the use of lexical strategies, and that this transition is made at a
very early stage, at least for the most frequent words.
Different
