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

Objetivos de desarrollo sostenible

Resumen

Reading and writing in English from early ages is both a need and a must. The search of an effective learning methodology to teach early literacy has made the application of the Synthetic Phonics method to expand, regardless of the lack of agreement concerning its results. This study is aimed at showing whether this method is effective or not in bilingual educational centres of Madrid (Spain), focussing on the written skills of 640 students, aged 8-9. The errors committed in a 15-frequenly-used-word dictation have been classified according to Corder’s taxonomy. The non-parametric statistic results show that there are differences in the errors made by the students without specific method instruction (less errors) compared to those students with Synthetic Phonics instruction. However, these differences have lower level of association and do not indicate a relevant direction. Therefore, it could be concluded that Synthetic Phonics does not seem to guarantee an efficient learning of spelling for the Spanish students. There is a need to adapt the Synthetic Phonics method for learners from bilingual schools, as well as to investigate the efficiency of other methodologies to teach writing in English at early stages of literacy.

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