TY  - JOUR
A1  - Li, Nan
A1  - Wang, Suiping
A1  - Mo, Luxi
A1  - Kliegl, Reinhold
T1  - Contextual constraint and preview time modulate the semantic preview effect
BT  - evidence from Chinese sentence reading
JF  - The quarterly journal of experimental psychology
N2  - Word recognition in sentence reading is influenced by information from both preview and context. Recently, semantic preview effect (SPE) was observed being modulated by the constraint of context, indicating that context might accelerate the processing of semantically related preview words. Besides, SPE was found to depend on preview time, which suggests that SPE may change with different processing stages of preview words. Therefore, it raises the question of whether preview time-dependent SPE would be modulated by contextual constraint. In this study, we not only investigated the impact of contextual constraint on SPE in Chinese reading but also examined its dependency on preview time. The preview word and the target word were identical, semantically related or unrelated to the target word. The results showed a significant three-way interaction: The SPE depended on contextual constraint and preview time. In separate analyses for low and high contextual constraint of target words, the SPE significantly decreased with an increase in preview duration when the target word was of low constraint in the sentence. The effect was numerically in the same direction but weaker and statistically nonsignificant when the target word was highly constrained in the sentence. The results indicate that word processing in sentences is a dynamic process of integrating information from both preview (bottom-up) and context (top-down).
KW  - Semantic preview benefit
KW  - contextual constraint
KW  - word process
KW  - reading
Y1  - 2018
U6  - https://doi.org/10.1080/17470218.2017.1310914
SN  - 1747-0218
SN  - 1747-0226
VL  - 71
IS  - 1
SP  - 241
EP  - 249
PB  - Sage Publ.
CY  - London
ER  - 
TY  - JOUR
A1  - Balbi, María Alejandra
A1  - von Hagen, Alexa
A1  - Cuadro, Ariel
A1  - Ruiz, Carola
T1  - A systematic review on early literacy interventions
T1  - Revisión sistemática sobre intervenciones en alfabetización temprana
BT  - implications for interventions in Spanish
BT  - implicancias para intervenir en español
JF  - Revista Latinoamericana de Psicología
N2  - An area of increasing interest amongst teachers and researchers is the availability of tools for the design and implementation of literacy interventions with Spanish speaking children. The present systematic literature review contributes to this need by summarizing available findings on evidence-based literacy interventions (EBI) for children from first to third year of primary school. Our results are based on 20 EBI that aimed at improving at least one of the critical components mentioned by the NRP (2000): phonological awareness, phonics, fluency, vocabulary and comprehension. As 90% of the studies were completed with English-speaking children, we critically discussed the applicability of this evidence to the specific context of Spanish-speaking countries. Although many of the general characteristics of the EBI completed with English speaking children could also guide interventions in Spanish, it remains crucial to take into account structural differences between the orthographies of both languages. Moreover, we identified transversal strategies and implementation techniques that due to their universal character could also be useful for early literacy interventions in Spanish. (c) 2018 Fundacion Universitaria Konrad Lorenz. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/bync-nd/4.0/).
N2  - Contar con herramientas para el diseño y la implementación de intervenciones en alfabetización con niños hispanohablantes reúne cada vez mayor interés entre docentes e investigadores. Para contribuir a esta demanda, realizamos una revisión sistemática con el objetivo de sintetizar la información disponible sobre intervenciones basadas en la evidencia (IBE) con niños de primero a tercer grado escolar. Nuestros resultados recogen información sobre 20 IBE, que buscaron mejorar al menos uno de los siguientes componentes críticos nombrados por el NRP (2000): conciencia fonológica, principio alfabético, fluidez, vocabulario y comprensión. Dado que el 90% de ellos fue realizado con niños angloparlantes nos dedicamos a discutir críticamente la aplicabilidad de esta evidencia al contexto particular de países hispanohablantes. Si bien muchas de las características generales de las IBE implementadas en inglés podrían servir de guía para intervenir en español, resulta imprescindible tener en cuenta las diferencias estructurales en la ortografía de ambas lenguas. A su vez, identificamos estrategias transversales y técnicas de implementación en las IBE, que por su carácter universal podrían ser de utilidad práctica también para intervenir en el desarrollo lector en español.
KW  - early literacy
KW  - evidence-based interventions (EBI)
KW  - reading
KW  - systematic review
KW  - superficial orthography
Y1  - 2018
U6  - https://doi.org/10.14349/rlp.2018.v50.n1.4
SN  - 0120-0534
VL  - 50
IS  - 1
SP  - 31
EP  - 48
PB  - Foundation advancement psychology
CY  - Bogota
ER  -