Impact of oral language development on learning to read in L2
DOI:
https://doi.org/10.55040/educa.v4i1.87Keywords:
mother tongue, oral language, second language learning, early literacy, readingAbstract
In recent years, it is worth highlighting the boom that the instruction of different languages has had within the school curriculum with a greater extension of the schedule and with the incorporation as a means of transmitting the learning of different subjects. However, there are still many questions about what is the best way to promote its acquisition given the different theories that have been developed throughout language teaching, hence the purpose of this study, which has aimed to offer contributions that contribute to a better development of the literacy process at the beginning of schooling through the analysis of the connection and predictive power that certain skills related to the learning of oral language in the mother tongue present in the process of learning to read in L2, specifically in the Valencian language. 117 schoolchildren between 5 and 6 years old participated in the study. A correlational calculation was carried out together with a hierarchical regression analysis, which allowed us to know that the development of oral language, phonological awareness and cognitive processes in the mother tongue contribute to the literacy process in a second language, such as case of the Valencian and that this situation occurs in a similar way in all students regardless of gender.
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