000			03274nab a2200469 i 4500
001			ELB125627
003			FINmELB
005			20250326044043.0
006			m o d |
007			cr cnu||||||||
008			240708c20209999sp fr p o 0 0eng d
022			_a1135-755X
035			_a(OCoLC)1449571187
040			_aFINmELB _bspa _erda _cFINmELB
050		4	_aLB1051 _b.M378 2020
080			_a37.015.3(045)
082	0	4	_a370.15 _223
100	1		_aMartínez, Naroa, _eautor.
245	1	0	_aPredictors of Reading and Spelling Words Change as a Function of Syllabic Structure in Spanish / _cNaroa Martínez Pereña, Edurne Goikoetxea Iraola.
264		1	_aMadrid : _bColegio Oficial de Psicólogos de Madrid, _c2020.
310			_aSemestral
336			_atexto _btxt _2rdacontent/spa
337			_acomputadora _bc _2rdamedia/spa
338			_arecurso en línea _bcr _2rdacarrier/spa
362	0		_aVol. 1, n. 1 (1995)-
520			_aWe investigated the longitudinal predictors of reading and spelling of words and pseudowords with different syllabic structures in a shallow orthography. Participants were 47 Spanish-speaking children from kindergarten to second grade. Letter knowledge, phonological awareness, and rapid automatized naming were evaluated at the beginning and at the end of the school year, and reading and spelling skills were assessed at the beginning of the following year. Hierarchical multiple regression analysis revealed that letter knowledge was the strongest predictor of reading and spelling words and pseudowords with simple syllables after 6 and 12 months. Phonological awareness predicted reading and spelling stimuli with complex syllables. Mediation analysis confirmed the mediator role of phonological awareness in the relationship between letter knowledge and reading and spelling with complex syllabic stimuli. This research provides longitudinal evidence that the syllabic structure determines the role of letter knowledge and phonological awareness in reading and spelling skills in Spanish. Understanding the knowledge that is key to learning to read and write may lead to improving methods and materials for literacy in Spanish language.
546			_aEn inglés; resúmenes en español e inglés.
588			_aDescripción basada en metadatos suministrados por el editor y otras fuentes.
588			_aDescripción basada en Psicología educativa: revista de los psicólogos de la educación, vol. 26, n. 1 (enero 2020), P. 37-48.
590			_aRecurso electrónico. Santa Fe, Arg.: elibro, 2024. Disponible vía World Wide Web. El acceso puede estar limitado para las bibliotecas afiliadas a elibro.
650		4	_aConocimiento de las letras.
650		4	_aConocimiento fonológico.
650		4	_aDesarrollo de la lectura.
650		4	_aEstructura silábica.
650		4	_aInvestigación longitudinal.
650		4	_aOrtografía transparente.
655		4	_aArtículos electrónicos.
700	1		_aGoikoetxea, Edurne, _eautor.
773	1		_tPsicología educativa: revista de los psicólogos de la educación. _xISSN 1135-755X _dMadrid: Colegio Oficial de Psicólogos de Madrid. _gvol. 26, n. 1 (enero 2020), p. 37-48
797	2		_aelibro, Corp.
856	4	0	_uhttps://elibro.net/ereader/usam/125627
999			_c157564 _d157564