出版社：Centro Interamericano de Investigaciones Psicológicas y Ciencias Afines
摘要：El objetivo de este trabajo es contribuir al conocimiento de las estrategias tempranas de escritura en español y de las diferencias y similitudes en el patrón de aprendizaje entre grupos de niños diferenciados por el sector social de procedencia. Los modelos cognitivos de aprendizaje de la escritura reconocen en general el uso de tres estrategias: logográfica, analítica y ortográfica. Estudios previos sobre el aprendizaje inicial del sistema de escritura en español han identificado el uso de una variedad de formas en las primeras escrituras producidas por los niños, pero los resultados de estos trabajos no son conclusivos con respecto al uso de estrategias, particularmente de una estrategia logográfica. En el presente estudio se elaboró una prueba de escritura de palabras que permitió identificar el uso de una estrategia logográfica y el de una estrategia analítica. La prueba se aplicó a grupos de niños de distinta procedencia social de entre 6 y 10 años que concurrían a los tres primeros años de la escuela primaria. Los resultados de la prueba permitieron identificar en ambos grupos de niños, el uso de una estrategia logográfica en primer año. Los niños de segundo y tercer año utilizaron mayoritariamente una estrategia analítica. Los errores en las escrituras mostraron la incidencia de la estructura fonológica en el uso de esta estrategia. La comparación entre grupos reveló que los niños de nivel socioeconómico bajo tuvieron un desempeño inferior al de los niños de nivel socioeconómico medio, pero no se observaron diferencias cualitativas en el patrón de aprendizaje de ambos grupos.
其他摘要：The purpose of the present study was to examine early spelling strategies in Spanish and to analyse the differences and similarities in the developmental pattern of spelling between children from low and middle income families. This comparison was expected to shed light on the learning processes of low income children, who have been traditionally excluded from cognitive studies of spelling acquisition. Cognitive models of literacy learning have identified three strategies: a logographie strategy, an alphabetie (or analytie) strategy and an ortographie one. The logographic strategy involves the rote learning of a spelling pattern of letters. Children learn to spell these words - mostly their names and other very frequent words- when they are led to copy the same word over and over. The alphabetic strategy involves the phonemic segmentation of the word and the use of phoneme - grapheme correspondences. In the ortographic strategy words are analysed into ortographic units without phonological conversion. Previous studies on spelling acquisition in Spanish have identified the use of different writing forms in the words written by young children but the results of these studies have not been conclusiveon the use of spelling strategies, particularly a logographic one. In the present study a spelling test was speciallydesigned to differenciate the use of a logographic from an alphabetic strategy. Three series of words were dictated to the children: the first seriesconsisted ofvery frequent words which are usuallytaught to children before entering school. The second and third series included longer words and words with a more complex phonological structure. For word scoring Ball and Blachman's (1991) developmental scale was adapted to Spanish. This scale provides a cuantitative evaluation of the extent to which an unconventional spelling captures the phonemic structure of the word. The use of a logographic strategy was therefore inferred by comparing each child's score in the first and the second series. The incidence of the word's phonological structure on the child' s spelling was taken as evidence of the use of an alphabetic strategy. The spelling test was administered to two groups of children from different socioeconomic status (SES) who were attending the first three years of elementary school. The test results showed that lrst. grade children from both social groups used a logographic strategy. This use was more frequent, though, in mainstream children. It was also possible to identif)' a small percentage of and grade children who were still using a logographic strategy and could not write more than a few words. This led to the question of whether the logographic strategy can be considered a productive strategy in spelling acquisition. Most 2nd grade children from both socioeconomic groups and all 3rd grade children from low-income families used an alphabetic strategy, gradually representing more and more of the sounds in words. Spelling errors reflected the incidence of word length and syllabic structure on children' s performance: errors were more frequent in long words than in short ones and in words with consonant clusters and or consonants before other consonants. There were many more omission errors than substitution or inversion errors and consonants were omitted more frequently than vowels. This pattern of errors, which clearly differs from the one described for English, can be explained by the ortographic and phonetic characteristics of Spanish. In fact, it is consistent with findings made in other studies of spelling acquisition in this language. The test scores showed that mainstream groups performed significantly better than low SES groups. Nevertheless no qualitative differences were observed between groups with regards to the developmental pattern of spelling.
