The Acoustic Dimension of Reading: Does Musical Aptitude Affect Silent Reading Fluency?
View/ Open
Impact
Scholar |
Other documents of the author: Foncubierta Muriel, José Manuel; Machancoses, Francisco H.; Buyse, Kris; Fonseca-Mora, M.Carmen
Metadata
Show full item recordcomunitat-uji-handle:10234/9
comunitat-uji-handle2:10234/36080
comunitat-uji-handle3:10234/36082
comunitat-uji-handle4:
INVESTIGACIONMetadata
Title
The Acoustic Dimension of Reading: Does Musical Aptitude Affect Silent Reading Fluency?Author (s)
Date
2020-04-29Publisher
Frontiers MediaBibliographic citation
FONCUBIERTA MURIEL, José Manel; MACHANCOSES, Francisco H.; BUYTSE, Kris; FONSECA-MORA, M. Carmen (2020). The Acoustic Dimension of Reading: Does Musical Aptitude Affect Silent Reading Fluency? Frontiers in Neuroscience, v. 14, art. 399Type
info:eu-repo/semantics/articlePublisher version
https://www.frontiersin.org/articles/10.3389/fnins.2020.00399/fullVersion
info:eu-repo/semantics/publishedVersionSubject
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 ... [+]
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. [-]
Is part of
Frontiers in Neuroscience (2020), v. 14Investigation project
RCD project “Musical aptitude, reading fluency and intercultural literacy of European university students” (FFI2016-75452-R, Spain, Ministerio de Economía, Industria y Competitividad).Rights
info:eu-repo/semantics/openAccess
This item appears in the folowing collection(s)
- MED_Articles [667]
The following license files are associated with this item: