Synthetic Phonics in Spanish bilingual educationSpelling mistakes analysis

  1. Antropova, Svetlana 1
  2. Carrasco Polaino, Rafael
  3. Anguita Acero, Juana María
  1. 1 Universidad Villanueva
    info

    Universidad Villanueva

    Madrid, España

  2. 2 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

Revista:
Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

ISSN: 1697-7467

Año de publicación: 2023

Número: 39

Páginas: 299-314

Tipo: Artículo

DOI: 10.30827/PORTALIN.VI39.25091 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

Resumen

Leer y escribir en inglés desde edades tempranas es tanto una necesidad como una obligación. La búsqueda de una metodología de aprendizaje efectiva ha hecho que el uso del método Synthetic Phonics se haya extendido sin que exista unanimidad sobre sus resultados. El presente estudio pretende probar la efectividad de dicho método en centros bilingües de la Comunidad de Madrid (España), centrándose en las destrezas escritas de 640 alumnos de 8-9 años. Los errores cometidos en un dictado de 15 palabras de uso frecuente han sido clasificados atendiendo a la taxonomía de Corder. Las pruebas estadísticas no paramétricas evidencian la existencia de diferencias en los errores cometidos por los alumnos sin método de instrucción específico (cometen menos errores) y por los alumnos que siguen el método Synthetic Phonics. Sin embargo, dichas diferencias presentan bajo nivel de asociación y no indican nada relevante. Por ello, se podría concluir que el uso de Synthetic Phonics no parece garantizar un aprendizaje eficiente de la ortografía en el caso del alumnado español. Es necesario adaptar el método Synthetic Phonics para el alumnado de centros bilingües y analizar la eficacia de otros métodos de enseñanza de la escritura en inglés a edades tempranas.

Referencias bibliográficas

  • Al-Saudi, J. (2013). Error analysis and spelling mistakes of EFL learners at Tafila Technical University: A case study. Frontiers of Language and Teaching, 4, 99-107.
  • Anguita, J. M. (2018). English at Primary Education in Madrid. Biliteracy or bilingualism? Writing skills. Verbeia, 3, 9-34.
  • Antropova, S., Colt, F., & Lafita, M. (2019). Spelling performance by Spanish Primary students using English as a second language: Analysis of the most common mistakes. 11th International Conference on Education and New Learning Technologies, 514-522. http://lib.uib.kz/edulearn19/files/abstracts/180.htm
  • Berninger, V. W., Abbott, R. D., Abbott, S. P., Graham, S., & Richards, T. (2002). Writing and reading. Journal of Learning Disabilities, 35(1), 39-56. https://doi.org/10.1177/002221940203500104
  • Bialystok, E., Luk, G., & Kwan, E. (2009). Bilingualism, biliteracy, and learning to read: Interactions among languages and writing systems. Scientific Studies of Reading, 9(1), 43-61. https://doi.org/10.1207/s1532799xssr0901_4
  • Bowers, J. S. (2020). Reconsidering the evidence that Systematic Phonics is more effective than alternative methods of reading instruction. Educational Psychology Review, 32(3), 681-705. https://doi.org/10.1007/s10648-019-09515-y
  • Buckingham, J. (2020). Evidence strongly favours Systematic Synthetic Phonics. LDA Bulletin, 52(1), 30-34. https://archive.ldaustralia.org/Bulletin/Buckingham%20-%20Evidence%20strongly%20favours%20systematic%20synthetic%20phonics.pdf
  • Campion, C., & Mann, V. (2004). Spelling proficiency of native speakers of Spanish: A look at the influence of morpheme structures in spelling errors. The UCI Undergraduate Research Journal. https://fliphtml5.com/sqxl/nnwd/basic
  • Corder, S.P. (1973). Introducing Applied Linguistics. Penguin Books Ltd.
  • Daniel, W. W., & Villamizar, J. (1981). Estadística con aplicaciones a las ciencias sociales ya la educación. McGraw-Hill.
  • Darnell, C.A., Solity, J.E., & Wall, H. (2017). Decoding the phonics screening check. British Educational Research Journal, 43, 505-527. https://doi.org/10.1002/berj.3269
  • Fonseca-Mora, M. C., & Fernández-Corbacho, A. (2017). Procesamiento fonológico y aprendizaje de la lectura en lengua extranjera. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics, 30(1), 166-187. https://doi.org/10.1075/resla.30.1.07fon
  • Gillon, G. T. (2017). Phonological awareness: From research to practice. Guilford Publications.
  • Jolliffe, W., Waugh, D., & Gill, A. (2019). Teaching Systematic Synthetic Phonics in Primary schools (3rd ed.). SAGE Learning Matters.
  • Hui, Y. A. N. (2010). The role of L1 transfer on L2 and pedagogical implications. Canadian Social Science, 6(3), 97-103. http://www.cscanada.net/index.php/css/article/view/j.css.1923669720100603.012
  • Karakoç, D., & Köse, G. D. (2017). The impact of vocabulary knowledge on reading, writing and proficiency scores of EFL learners. Journal of language and linguistic studies, 13(1), 352-378.
  • Linan-Thompson, S., Degollado, E. D., & Ingram, M. D. (2018). Spelling it out, one por uno: Patterns of emergent bilinguals in a dual language classroom. TESOL Journal, 9(2), 330-347. https://doi.org/10.1002/tesj.328
  • Lindgren, S. D., de Renzi, E., & Richman, L. C. (1985). Cross-national comparisons of developmental dyslexia in Italy and the United States. Child Development, 56(6), 1404–1417. https://doi.org/10.2307/1130460
  • Lindner, A. L., Wijekumar, K., & Joshi, R. M. (2022). English spelling performance in writing samples among Spanish-speaking ELLs. Journal of Learning Disabilities, 55(2), 114–122. https://doi.org/10.1177/0022219420982995
  • Llach, A., Fernández, A., & Moreno, S. (2005). Differences in the written production of young Spanish and German learners: Evidence from lexical errors in a composition. BELLS: Barcelona English language and literature studies, 14(5), 1-13.
  • Lloyd, S. (2007). The Phonics handbook. A handbook for teaching reading, writing and spelling (3rd ed.). Jolly Learning, Ltd.
  • Loong, S. C., & Aziz, A. A. (2019). The effectiveness of Synthetic Phonics in developing reading fluency among Year 2 intermediate pupils. International Journal of Innovative Research and Development, 8(12), 131-140. https://doi.org/10.24940/ijird/2019/v8/i12/DEC19057
  • López-Roldán, P., & Fachelli, S. (2015). Metodología de la investigación social cuantitativa. Universidad Autónoma de Barcelona. http://ddd.uab.cat/record/129382
  • MacFarland, T. W., & Yates, J. M. (2016). Mann–Whitney U test. In Introduction to Nonparametric statistics for the biological sciences using R (pp. 103–132). Springer International Publishing. https://doi.org/10.1007/978-3-319-30634-6_4
  • Machin, S., McNally, S., & Viarengo, M. (2018). Changing how literacy is taught: Evidence on Synthetic Phonics. American Economic Journal: Economic Policy, 10(2), 217-241. https://doi.org/10.1257/pol.20160514
  • Mazorra, M.T., & Befi-Lopes, D. M. (2013). Análisis da ortografía de alumnos de 4o ano do Ensino Fundamental a partir de dictado de palabras. CoDAS, 25(3), 256-261. https://doi.org/10.1590/S2317-17822013000300011
  • Mcquillan, J. (2018). Is Synthetic Phonics working in England? A comment on the ‘Teaching to teach’ literacy report. In M. Clark (ed.) Teaching initial literacy: Policies, evidence and ideology. Glengale Education. https://bit.ly/3I3plSD
  • Milburn, T. F., Hipfner-Boucher, K., Weitzman, E., Greenberg, J., & Pelletier, J. (2015). Effects of coaching on educators' and preschoolers' use of references to print and phonological awareness during a small-group craft/writing activity. Language, Speech, and Hearing services at Schools, 46, 94-11. https://doi.org/10.1044/2015_LSHSS-14-0020
  • Mills, T. (2021). Gove’s greatest contribution? The Buckingham Journal of Education, 2(1), 83–100. https://doi.org/10.5750/tbje.v2i1.1934
  • Mustapha, A. T. (2019). Synthetic Phonics: an evaluation of pilot training for Jolly Phonics instruction in Nigeria. Journal of Research in Applied Linguistics, 10, 1147-1162.
  • Nation, I. S. P., & Newton, J. (2009). Teaching ESL/EFL. Listening and Speaking. Routledge. https://doi.org/10.4324/9780203891704
  • Niolaki, G. Z., Masterson, J., & Terzopoulos, A. R. (2014). Spelling improvement through letter-sound and whole-word training in two multilingual Greek- and English- speaking children. Multilingual Education, 4(1), 20. https://doi.org/10.1186/s13616-014-0020-3
  • Oller, K., & Eilers, R. (2002). Language and Literacy in Bilingual Children. Multilingual Matters. https://doi.org/10.21832/9781853595721-014
  • Ondé, D. (2017). Uso de la prueba Chi-cuadrado del modelo de independencia como fuente de evidencia empírica en Análisis Factorial Confirmatorio. Universidad Autonóma de Madrid.
  • Perfetti, C. A. (1997). The psycholinguistics of spelling and reading. In Learning to spell: Research, theory, and practice across languages (pp. 21-38). Lawrence Erlbaum Associates Publishers.
  • Reilly, D., Neumann, D., & Andrews, G. (2019). Gender differences in reading and writing achievement: Evidence from the National Assessment of Educational Progress (NAEP). American Psychologist, 74(4), 445-458. https://doi.apa.org/doi/10.1037/amp0000356
  • Rendón-Romero, S. I., Navarro-Pablo, M., & García-Jiménez, E. (2021). Using phonics to develop the emergent English literacy skills of Spanish learners. Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, 35, 111-128. https://doi.org/10.30827/portalin.v0i35.16876
  • Roberts, J. (2001). Spelling recovery. The pathway to spelling success. David Fulton Publisher.
  • Rong, J., & Lee, M. (2020). Using Systematic Synthetic Phonics to AccelerateRural Indigenous Children’s Acquisition of EarlyLiteracy Skills. International Journal of Learning, Teaching and Educational Research, 19(10), 1-18. https://doi.org/10.26803/ijlter.19.10.1
  • Rose, J. (2006). Independent review of the teaching of early reading. DfES Publications.
  • Solity, J. (2020). Instructional Psychology and Teaching Reading: An analysis of the evidence underpinning government policy and practice. Review of Education, 10:e3349. https://doi.org/10.1002/rev3.3349
  • Spencer, K. (2007). Predicting children’s word-spelling difficulty for common English words from measures of orthographic transparency, phonemic and graphemic length and word frequency. British Journal of Psychology, 98(2), 305-338. https://doi.org/10.1348/000712606X123002
  • Stainthorp, R. (2020). A national intervention in teaching phonics: A case study from England. Educational and Developmental Psychologist, 37(2), 114-122. https://doi.org/10.1017/edp.2020.14
  • Stanovich, K., & Siegel, L. (1994). Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model. Journal of Educational Psychology, 86, 24-53. http://dx.doi.org/10.1037//0022-0663.86.1.24
  • Sun-Alperin, M. K., & Wang, M. (2011). Cross-language transfer of phonological and orthographic processing skills from Spanish L1 to English L2. Reading and Writing, 24(5), 591-614. https://doi.org/10.1007/s11145-009-9221-7
  • Yavaş, M., & Someillan, M. (2005). Patterns of acquisition of /s/-clusters in Spanish-English bilinguals. Journal of Multilingual Communication Disorders, 3(1), 50–55. https://doi.org/10.1080/14769670400018323
  • Watts, Z., & Gardner, P. (2013). Is systematic synthetic phonics enough? Examining the benefit of intensive teaching of high frequency words (HFW) in a year one class. Education 3-13, 41(1), 100–109. https://doi.org/10.1080/03004279.2012.710105
  • Wyse, D., & Goswami, U. (2008). Synthetic phonics and the teaching of reading. British Educational Research Journal, 34(6), 691-710. https://doi.org/10.1080/01411920802268912
  • Ziegler, J. C., Stone, G. O. & Jacobs, A. M. (1997) What is the pronunciation for -ough and the spelling for u/? A database for computing feedforward and feedback consistency in English. Behavior Research Methods, Instruments & Computers, 29(4), 600–618.
Fuente de los datos: Dialnet