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Musical aptitude, working memory, general intelligence and plurilingualism: When adults learn to read fluently in a foreign language
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Las narrativas transmedia en el aprendizaje de lenguas extranjeras ; Transmedia storytelling in foreign language learning
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The Acoustic Dimension of Reading: Does Musical Aptitude Affect Silent Reading Fluency?
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Abstract:
Fluent reading in a foreign language includes a complex coordination process of visual and auditory nature as the reading brain transforms written symbols into speaking auditory patterns through subvocalization (inner voice). The auditory information activated for reading involves the projection of speech prosody and allows, beyond letters and words decoding, the recognition of word boundaries and the construction of the melodic contours of the phrase. On the one hand, phonological awareness and auditory working memory have been identified in the literature as relevant factors in the reading process as skilled readers keep the acoustic information in their auditory working memory to predict the construction of larger lexical units. On the other hand, we observed that the inclusion of musical aptitude as an element belonging to the acoustic dimension of the silent reading aptitude of adults learning a foreign language remains understudied. Therefore, this study examines the silent reading fluency of 117 Italian adult students of Spanish as a foreign language. Our main aim was to find a model that could show if linguistic, cognitive and musical skills influence adults’ silent reading fluency. We hypothesized that learners’ contextual word recognition ability in L1 and FL in addition to, phonological awareness, auditory working memory and musical aptitude, elements related to the acoustic dimension of reading, would influence adults’ silent reading fluency. Our structural modeling allows us to describe how these different variables interact to determine the silent reading fluency construct. In fact, the effect of musical aptitude on fluent silent reading in our model reveals to be stronger than phonological awareness or auditory working memory. ; This study has been supported by the R+D project “Musicalaptitude, reading fluency and intercultural literacy of Europeanuniversity students” (FFI2016-75452-R, Spain, Ministerio deEconomía, Industria y Competitividad).
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Keyword:
Acoustic dimension; Adult reader; Auditory working memory; Contextual word recognition; Foreign language; Musical aptitude; Phonological awareness; Silent reading fluency
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URL: http://hdl.handle.net/10272/18319
https://doi.org/10.3389/fnins.2020.00399
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Communicative mediation and identity for the development of European democratic values in the EFL classroom
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Perfiles de estudiantes universitarios con dificultades lectoras en el aprendizaje del español como lengua extranjera
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La competencia lectora del alumnado universitario en contexto AICLE
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 3, 2018 (Ejemplar dedicado a: Adressing bilingualism in Higher Education: policies and implementation issues), pags. 75-88 (2018)
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Desarrollo de habilidades tempranas de la destreza lectora en inglés como lengua extranjera ; The development of early reading abilities in english as a foreign language
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Musical plus phonological input for young foreign language readers
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Instrumentos de investigación para el estudio del efecto de la música en el desarollo de las destrezas lectoras
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 24, 2015, pags. 121-134 (2015)
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Melodías en el proceso de desarrollo de la capacidad lectora
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Aprender español en USA : los medios de comunicación como motivación social ; Studying Spanish in the USA : mass media as social motivation
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Aprender español en USA: los medios de comunicación como motivación social
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In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 34, 2010 (Ejemplar dedicado a: Música y pantallas: mediaciones en el nuevo escenario digital), pags. 145-153 (2010)
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El laboratorio de idiomas como recurso para la adquisición de la gramática mental de una lengua extranjera
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Adaptación del discurso del profesor de L2 a la competencia transicional del alumno de nivel elemental
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