RT Dissertation/Thesis
T1 Perfiles de estudiantes universitarios con dificultades lectoras en el aprendizaje del español como lengua extranjera
A1 Foncubierta Muriel, José Manuel
A2 Universidad de Huelva. Departamento de Filología Inglesa, 
K1 Lengua segunda -- Adquisición
K1 Lectura -- Métodos econométricos
AB La fluidez lectora en una lengua extranjera es un proceso cognitivocomplejo que implica la coordinación automática de mecanismos denaturaleza visual y auditiva, en los que intervienen multitud de variables.Muchos estudios han abordado la relación entre fluidez lectora oral ycomprensión lectora en lengua materna (L1) y en segundas lenguas (L2).Sin embargo, siendo la lectura fluida silenciosa el modo de lecturacompetente en edad adulta, la investigación sobre su naturaleza y laidentificación de los problemas lectores relacionados con la fluidez enestudiantes universitarios, que aprenden español como L2, continúa siendoescasa. Esta disertación doctoral tiene por objetivo expandir elconocimiento sobre la dimensión acústica de la fluidez lectora silenciosa enL2, para identificar los problemas de los lectores a partir del análisis defactores como la aptitud musical, la conciencia fonológica y la memoria detrabajo auditiva.En los estudios científicos que comprenden esta tesis por compendioparticiparon 164 estudiantes universitarios, de los cuales 47 eranestudiantes españoles aprendiendo inglés y 117 eran estudiantes italianosaprendiendo español como lengua extranjera. Las habilidades lectoras,cognitivas y musicales de los aprendientes fueron evaluadas para averiguarsi la aptitud musical del lector adulto puede ser especialmente relevante, ala hora de comprender el desarrollo de la fluidez lectora silenciosa en unaL2. Los resultados de los estudios experimentales muestran la existencia defuertes correlaciones entre las destrezas lectoras, las variables cognitivas ylas musicales. Estos hallazgos implican que las diferencias en fluidezlectora silenciosa y la detección de los perfiles de estudiantes de españolcomo L2 con problemas en la lectura pueden considerarse desde la relaciónque mantiene la fluidez lectora silenciosa con la dimensión acústica de lavilectura, la memoria de trabajo y otras experiencias auditivas como laaptitud musical.
AB Reading fluency is the benchmark of reading proficiency in monolingual educationalsettings, however when we explore what happens to adult students learning a secondlanguage, this relationship between reading fluency and reading comprehension seems tobe not so strong. Readers who decode well but are weak in reading comprehension areoften referred to as word callers. Weak comprehension skills has been attributed toseveral factors: poor working memory, lack of background knowledge, weak L2linguistic competence. In any case, when we carry out an analysis of adult reader'sreading competence we usually find a similar result, as if it were a kind of a readingdisability called hyperlexia. This is the most prevalent L2 reader's profile, which consistsof fluent decoding without construction of meaning, or weak listening comprehensionskills. As the most of the reading life passes in silence and, in this vein, silent reading fluency isconsidered the primary reading mode of proficient readers, this doctoral dissertation isaimed to increase knowledge about the acoustic dimension of silent reading fluency,from the analysis of some linguistic and extralinguistic variables in order to detectuniversity students’ profiles with reading difficulties in Spanish language learning.Fluent reading in a foreign language is a complex cognitive process which involves theautomatic coordination of naturally visual and auditory skills, where a great number ofvariables are interacting. In spite of the fact that silent reading fluency is the adulthoodcompetent reading way, many previous studies have been conducted on the oral readingfluency of adults who learn a second language while the research on silent readingfluency and its underlying components remains to be scarce or inconclusive. This doctoral dissertation presents the conclusions of previous literature review and theresults of three experimental studies published in different scientific journals. A total of164 participants participated in these studies: 47 were Spanish students learning Englishand 117 were Italian students learning Spanish as a foreign language. In addition toreading skills as phonological awareness and the ability of recognizing words in contextduring silent reading, in theses studies cognitive and musical skills were included inorder to explore if certain auditory abilities of adult readers, as their musical aptitudeand their auditory working memory, could be specially relevant to understand the L2silent reading fluency development. The results of the experimental studies show strongcorrelations between reading skills and cognitive and musical variables. This fact helpsto understand that individual differences in silent reading fluency development in adultstudents of Spanish language could be explained for differences in auditory skills , andtherefore the acoustic profile of L2 readers, regarding musical aptitude that they obtainfrom their previous auditory experience.
PB Universidad de Huelva
YR 2020
FD 2020
LK http://hdl.handle.net/10272/19556
UL http://hdl.handle.net/10272/19556
LA spa
DS Repositorio Institucional de la Universidad de Huelva
RD 30 may 2026