Relevant bibliographies by topics / Spanish Beginning readers

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  4. Book chapters

Academic literature on the topic 'Spanish Beginning readers'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Spanish Beginning readers"

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Signorini, Angela. "Word reading in Spanish: A comparison between skilled and less skilled beginning readers." Applied Psycholinguistics 18, no. 3 (July 1997): 319–44. http://dx.doi.org/10.1017/s014271640001050x.

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ABSTRACTThe purpose of this study was to investigate word reading abilities in first and third grade Spanish-speaking children who were learning to read in Spanish; the performance of skilled and less skilled readers was compared across measures that assessed phonological recoding ability, knowledge of grapheme-phoneme correspondences, and phonemic awareness. The findings suggest that Spanish-speaking children relied on phonological recoding strategies in the process of becoming readers. First grade, less skilled readers seemed to depend on partial letter-sound knowledge. Furthermore, spelling-sound correspondences appeared to be the main source of information used by first grade, skilled readers and third grade, less skilled readers. The latter seemed to lag behind skilled readers in the use of word-specific information. The phonemic awareness tasks displayed moderate to low correlations with reading ability in the less skilled groups. It is argued that the simple phonological structure of Spanish and its shallow orthography lead to the phonological processing of letter strings during reading acquisition.
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Rodríguez Salazar, Sonia. "Flaws in the Spanish Translation of Beginning Readers’ Books." LETRAS, no. 56 (August 25, 2014): 111–22. http://dx.doi.org/10.15359/rl.2-56.5.

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This article presents the main results of an analysis of important flaws in the Spanish translation of a number of children’s story books, known as Beginning Readers’ Books. It addresses errors which can affect the children’s process of acquiring reading and writing skills. These deficiencies can be attributed to the translators’ lack of familiarity with the initial reading patterns and their relation to a phonological awareness of Spanish. This study aims to provide initial guidelines for a translation of this sort. Se exponen los principales resultados de un estudio que analiza significativas deficiencias en la traducción al español de varios tomos de cuentos, bajo el título general de Beginning Readers’ Books. Se trata de errores que afectan el proceso de lectoescritura del lector meta. Tales deficiencias se atribuyen al desconocimiento de patrones básicos de lectura y su relación con la conciencia fonológica del español. El estudio tiene como objetivo ofrecer una guía inicial para mejorar este tipo de traducciones.
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De la Colina, María Guadalupe, Richard I. Parker, Jan E. Hasbrouck, and Raphael Lara-Alecio. "Intensive Intervention in Reading Fluency for At-Risk Beginning Spanish Readers." Bilingual Research Journal 25, no. 4 (December 2001): 503–38. http://dx.doi.org/10.1080/15235882.2001.11074465.

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Jiménez, Juan E., Eduardo García, Isabel O'Shanahan, and Estefanía Rojas. "Do Spanish Children Use the Syllable in Visual Word Recognition in Learning to Read?" Spanish journal of psychology 13, no. 1 (May 2010): 63–74. http://dx.doi.org/10.1017/s113874160000367x.

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The purpose of this study was to investigate whether Spanish children that are learning to read use the syllable unit in word reading. We used a visual version of the syllable monitoring technique (Mehler, Dommerges, Freavenfelder & Seguí, 1981). For Experiment I, we selected first grade readers at the end of the first year of reading instruction. In the Experiment II we selected second grade readers at the middle of the second year of reading instruction. Participants responded whenever the structure of the target string (e.g., bal) appeared at the beginning of a subsequently presented printed word (e.g., bala). The target was either a consonant-vowel (CV) or consonant-vowel-consonant (CVC) structure and either did or did not correspond to the initial syllable of the target-bearing word. At the end of the first year of reading instruction, children showed significant effects of syllable compatibility (faster detection times when the targets correspond to the initial syllable of target-bearing words than when they did not). When we tested children of the second year of reading instruction, they also showed a syllable compatibility effect. These results suggest that Spanish children use syllabic units at the beginning of reading instruction in the visual word recognition.
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Elior, Ofer. "The Affinity between Alghazali’s Intentions of the Philosophers and Maimonides’ Philosophy, According to Shalom Anabi." Zutot 17, no. 1 (November 16, 2018): 23–36. http://dx.doi.org/10.1163/18750214-12161080.

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Abstract Beginning in the late 13th century, readers of Alghazali’s Intentions of the Philosophers in the Provençal, Spanish and Italian Jewish spheres viewed this treatise as belonging to the same tradition to which the philosophical stances of Maimonides, or at least some of them, belong. Readers who espoused this view were sometimes also of the opinion that the Intentions was the direct source for Maimonides’ ideas. These views, coupled with an understanding that the tradition in question differs from the philosophical tradition whose representative is Averroes, led students of Maimonides’ philosophy to examine his stances on issues about which the two traditions were in dispute. The present Zuta shows that the same opinions and approaches were adopted and expressed by Shalom Anabi, one of the leading scholars of the Jewish intellectual community of Constantinople in the 15th century.
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Zhang, Shiqing. "Revisiting a Long-Lasting Legacy." Iris Journal of Scholarship 2 (July 12, 2020): 159–73. http://dx.doi.org/10.15695/iris.v2i0.4826.

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This review of literature will address the influences of knowledge of Chinese characters on the reading development of English. This question stems from an increasing number of children of Chinese heritage enrolling in school in the U.S. who wish to gain biliteracy in English and Chinese. On the one hand, bilingualism is acknowledged to be beneficial to young readers’ language and cognitive development. However, on the other hand, the logographic nature of Mandarin Chinese makes it difficult for many educators in the country who only know alphabetic languages like English and Spanish to understand how Chinese-English bilingual readers reconcile two different systems and envision what support they may need. This review will primarily focus on the basics of Mandarin Chinese and developmental models of the two languages to examine how proficiency in Chinese can transfer to and facilitate the reading development of English. Departing from the comparison and contrast between linguistic features and developmental models of the two languages, this review will investigate contributions of Chinee characters to English word reading at the levels of cognition, morphology, and phonology. While Chinese characters as logograms demand predominantly morphological knowledge than phonological awareness from readers, it is phonological awareness that contributes most to reading English words among beginning readers in kindergarten and first grade.
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de la Iglesia, Martin. "Has Akira Always Been a Cyberpunk Comic?" Arts 7, no. 3 (August 1, 2018): 32. http://dx.doi.org/10.3390/arts7030032.

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Between the late 1980s and early 1990s, interest in the cyberpunk genre peaked in the Western world, perhaps most evidently when Terminator 2: Judgment Day became the highest-grossing film of 1991. It has been argued that the translation of Katsuhiro Ōtomo’s manga Akira into several European languages at just that time (into English beginning in 1988, into French, Italian, and Spanish beginning in 1990, and into German beginning in 1991) was no coincidence. In hindsight, cyberpunk tropes are easily identified in Akira to the extent that it is nowadays widely regarded as a classic cyberpunk comic. But has this always been the case? When Akira was first published in America and Europe, did readers see it as part of a wave of cyberpunk fiction? Did they draw the connections to previous works of the cyberpunk genre across different media that today seem obvious? In this paper, magazine reviews of Akira in English and German from the time when it first came out in these languages will be analysed in order to gauge the past readers’ genre awareness. The attribution of the cyberpunk label to Akira competed with others such as the post-apocalyptic, or science fiction in general. Alternatively, Akira was sometimes regarded as an exceptional, novel work that transcended genre boundaries. In contrast, reviewers of the Akira anime adaptation, which was released at roughly the same time as the manga in the West (1989 in Germany and the United States), more readily drew comparisons to other cyberpunk films such as Blade Runner.
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Solová, Regina. "Przekład jako narzędzie propagandy. Miesięcznik „Polska: czasopismo ilustrowane” w latach 1954—1956 / Translation as a propaganda tool The monthly Poland: Illustrated Magazine in the years 1954—1956." Przekłady Literatur Słowiańskich 9, no. 2 (May 30, 2019): 55–76. http://dx.doi.org/10.31261/pls.2019.09.02.04.

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The monthly Poland: Illustrated Magazine was published (with an interruption) from 1954 to 1999. In the period under analysis (1954—1956), apart from its Polish version, the magazine was also published in English, French, Spanish, German, and Russian. The periodical was a product of the export circulation of cultural goods, the aim of which was to export translations of texts published in the country and those specifically intended for foreign readers. The initial task of the monthly was to shape the image of socialist Poland abroad. Through an analysis of texts intended for export, we examine how the monthly was used for propaganda purposes in the years making to the end of Stalinism and the beginning of “the thaw” in Poland.
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Frankel, Nicholas. "The Designer’s Eye: Ancient Spanish Ballads, Poetry, and the Rise of Decorative Design." Articles, no. 54 (December 15, 2009): 0. http://dx.doi.org/10.7202/038759ar.

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AbstractIn 1841 John Murray published a sumptuously ornamented edition of John Gibson Lockhart’sAncient Spanish Ballads.Murray’s new edition, printed using the very latest bookmaking technologies and pitched at a readership newly accustomed to paying exorbitant prices for book ornaments and illustrations, was radically different from the first edition of Lockhart’s ballads, which had appeared without accompanying ornament in 1823. Illustrated by the leading illustrators of the day and decorated throughout in multiple colors by the architect Owen Jones (who would go on to become famous as a Superintendent of the Great Exhibition and the author ofThe Grammar of Ornament), Murray’s edition represents a stunning departure in Victorian printing and a highpoint in mid-Victorian design generally. At the same time, it crystallizes a debate about the nature and application of artistic design that was beginning to emerge in the early years of Victoria’s reign and that would erupt with maximum vigor ten years later in the confrontation between John Ruskin and the South Kensington School. The tension between flat, stylized design and what Ruskin was later to term “truth to nature” is already palpable in the conflict between illustrations and ornaments to Murray’s book. However, it was the involvement of Owen Jones that especially distinguished the volume, as it gave Jones the opportunity to demonstrate in a practical way ideas about design, color, and style that he would theorize fifteen years later inThe Grammar of Ornament. Those ideas are especially resonant today, given recent work on the history of the book and the “bibliographic codes” of literature, since the effect of Jones’s work is to expose the textual condition of Lockhart’s poetry itself and to harness the eye as an active constituent in the act of reading. Fifty years before the work of William Morris at the Kelmscott Press, Jones and Murray showed Victorian readers that a printed book might be a thing of real beauty and that poetry, no less than painting or architecture, is dependent on the perceptual structure of its textual vehicle.
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Barnwell, David, Aubrey Smith, Juana Amelia Hernández, Edenia Guillermo, and Juana Amelia Hernandez. "Mayan Safari: A Beginning Spanish Reader." Hispania 76, no. 3 (September 1993): 487. http://dx.doi.org/10.2307/343821.

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Dissertations / Theses on the topic "Spanish Beginning readers"

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Fuller, Laurice M. "The relative effectiveness of a meaning emphasis approach and a phonics emphasis approach to teaching beginning reading in English to second- or third-grade bilingual Spanish readers." Thesis, Boston University, 1989. https://hdl.handle.net/2144/38034.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This study related the current debate over a phonics-versus-meaning emphasis approach to teaching beginning reading in English to the second-language (L2) reading instruction of second- or third-grade bilingual Spanish readers. The purpose of the study was to investigate which emphasis approach better develops these pupils' English reading comprehension ability. The study also investigated the amount of relationship between the pupils' prior Spanish reading ability and the development of their English reading comprehension ability. Eight classes in a large urban school system's transitional bilingual education program were involved in this one-year study. A four group (emphasis by grade) factorial analysis design was utilized. The means and the results of the three two-way ANOVA's and the three two-way ANCOVA's that were computed indicated that regardless of grade a meaning emphasis approach was more effective in developing the pupils' comprehension ability even after controlling for prior Spanish reading ability. However, decoding ability was developed regardless of which emphasis approach was employed. These findings provide strong support for the psycholinguistic view that meaning rather than phonics should be emphasize. The significant positive correlation that was found for one group between prior Spanish reading ability and the development of English decoding ability might be explained by the theory that decoding strategies may be a process that was acquired through learning to read in Spanish. Significant positive correlation was also found for another group between prior Spanish reading ability and the development of English comprehension ability. From these results, it seems that prior Spanish reading ability should be developed in order to promote the transfer of Spanish reading skills to L2 reading. It is recommended that teachers should directly emphasize the development of English reading comprehension ability by using a meaning emphasis approach and let the 12 learners figure out the English code system by applying their own decoding strategies based on their knowledge of Spanish decoding skills rather than confuse and delay their progress with meaningless phonic drills and exercises.
2031-01-01
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Books on the topic "Spanish Beginning readers"

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Mayan safari: A beginning Spanish reader. White Plains, N.Y: Longman, 1992.

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DeNapoli, Anthony J. Diálogos simpáticos: A reader for beginning Spanish students. Lincolnwood, Ill: National Textbook, Co., 2000.

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Myer, Karen. Cuentos guide: Estrellita accelerated beginning Spanish reading. [Calif.?]: Estrellita, 1993.

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Easy Spanish reader: A three-part text for beginning students. 2nd ed. New York: McGraw-Hill, 2004.

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Cowley, Joy. La casa del a rbol. Bothell, Wash: Wright Group, 1994.

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Gordon, Ronni L. Cuaderno 1: A beginning workbook for grammar and communication. Lincolnwood, Ill., USA: National Textbook Co., 1998.

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Schössow, Peter. Una cucharadita para--. [Salamanca, Spain]: Lóguez, 2011.

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Arnold, Lobel. Qing wa he chan chu hao peng you. Taibei Shi: Shang yi wen hua gong si, 2001.

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Arnold, Lobel. Rana e Rospo grandi amici. Milano: Fabbri, 2000.

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Arnold, Lobel. Sapo y Sepo son amigos. Madrid: Alfaguara, 1987.

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Book chapters on the topic "Spanish Beginning readers"

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de la Torre, Alejandro. "Globetrotters and Rebels." In Writing Revolution, 36–50. University of Illinois Press, 2019. http://dx.doi.org/10.5622/illinois/9780252042744.003.0003.

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Correspondents played a vital role in the Spanish anarchist press. They helped to build a global libertarian community; three specific cases narrated in this chapter describe how a nucleus of Spanish-speaking anarchist readers developed in North America. The correspondents’ work made possible, in large part, the connection between local hubs and other communities of libertarian readers in distant places. Such links describe the emergence of a powerful transnational “print culture” that gradually incorporated the United States (as a political, economic, and cultural space) in the ideological panorama of Ibero-American Spanish-speaking anarchism. In this sense, the image of the United States, as a symbolic reference for exploitation, found a fertile ground in the transnational Spanish-language anarchist print network beginning at the end of the nineteenth century.
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Jiménez García, Marilisa. "Indescribable Beings." In Side by Side, 30–70. University Press of Mississippi, 2021. http://dx.doi.org/10.14325/mississippi/9781496832474.003.0002.

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This chapter establishes literature for young people and school readers as prominent, visual media used by US and Puerto Rican writers, both those in the diaspora and Puerto Rico, throughout the history of the US and Puerto Rico relationship beginning in 1898 with the Spanish American War. This chapter analyzes several prominent picture books, and illustrated textbooks read in the US and PR, from a variety of authors including Ezra Jack Keats and Ángeles Pastor.
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Moore, Helen. "Introduction." In Amadis in English, 1–23. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198832423.003.0001.

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Beginning with the phenomenon of the postcolonial Amadis as manifested in the works of Gabriel García Márquez, Paul Muldoon, and Walt Whitman, this chapter analyses the cultural and historical flexibilities of Amadis that have recommended it to readers and writers in diverse periods, languages, and cultures. An overview of the genre of the Spanish books of chivalry (libros de caballerías) to which Amadis belongs, an account of its defining relationship with Don Quixote, and a survey of the French translations by Nicolas de Herberay that first mediated the romance to England, set the scene for the succeeding chapters.
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Fayed, Karim, Birgit Franken, and Kay Berkling. "Understanding the use of eye-tracking recordings to measure and classify reading ability in elementary children school." In CALL for widening participation: short papers from EUROCALL 2020, 69–74. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.48.1167.

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The iRead EU Project has released literacy games for Spanish, German, Greek, and English for L1 and L2 acquisition. In order to understand the impact of these games on reading skills for L1 German pupils, the authors employed an eye-tracking recording of pupils’ readings on a weekly basis as part of an after-school reading club. This work seeks to first understand how to interpret the eye-tracker data for such a study. Five pupils participated in the project and read short texts over the course of five weeks. The resulting data set was extensive enough to perform preliminary analysis on how to use the eye-tracking data to provide information on skill acquisition looking at pupils’ reading accuracy and speed. Given our set-up, we can show that the eye-tracker is accurate enough to measure relative reading speed between long and short vowels for selected 2-syllable words. As a result, eye-tracking data can visualize three different types of beginning readers: memorizers, pattern learners, and those with reading problems.
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Eisner, Martin. "The Veronica (Tipped-in)." In Dante's New Life of the Book, 192–216. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198869634.003.0010.

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This chapter explores the significance of Dante’s use of the Veronica in the final chapters of the Vita nuova. Beginning with a tipped-in illustration from Botticelli in an early twentieth-century Spanish translation, this chapter uses the Veronica to highlight the work’s entanglement in the world and Dante’s desire to share the miracle of Beatrice with a larger public. Making Beatrice into a substitute Veronica, Dante draws on the unusual relation between original and copy that is already present in the Veronica itself, which is the impress of Christ’s face. Although the copy is honored as an original, the point of the image to produce copies, just as Dante wants later readers to reproduce his book. To copy Dante’s book gives Beatrice new life. Returning to Botticelli’s image, the chapter examines how Dante reprises many of the Vita nuova’s features discussed in the preceding chapters for his encounter with Beatrice in Earthly Paradise. The chapter concludes by taking up the controversial identification of Botticelli’s painting as a representation of Philology to argue for the connection between this lush and flowering figure and the conjunction of philology and world literature explored in this book.
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Guirao, Fernando. "Schumania and Spain’s Heavy-Industry Supply." In The European Rescue of the Franco Regime, 1950-1975, 31–51. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198861232.003.0002.

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The title of this book -The European Rescue of the Franco Regime- intends to draw the reader’s attention away from traditional narratives. The thesis widely sustained by scholars and reflected in public opinion is that the institutionalized pattern of European integration contributed to isolate and weaken the political regime that generalissimo Francisco Franco established after his victory in the Spanish Civil War (1936-9) and headed until his death in November 1975. In Spain, during the struggle for democracy under and immediately following Franco’s dictatorship, membership in the European Communities became emblematic of a collective desire for democratic consolidation and social modernization, as well as the fastest route to elevate the Spanish standard of living in line with Europe’s most advanced societies. This notion of the Europeanization of Spain has made it difficult to conceive the Spanish policy of the European Communities during the Franco era as anything other than a significant element in the combat against Francoism. It is indisputable that the Axis stigma prevented Francoist Spain’s membership to the European Communities. Yet the absence of membership constitutes neither the beginning nor the end, nor even the most important component of the story. From exclusion, a multiplicity of possibilities sprouted, including active support. Although the rescue concept emerged from the analysis of the Six, it could be extended to Franco Spain. The purpose of the Spanish EEC strategy was to generate material prosperity in Spain to maintain the dictatorship’s grip on the country, not to advance the arrival of democracy.
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"any real doubt about the ending. Heliodoros redirected curiosity from outcome to explanation. The second problem is lack of direc­ tion and unity: romance was prone to fall apart into a series of exciting but only loosely connected adventures, at the end of which the protagonists recovered their lost happiness and simply lived out the rest of their lives as if nothing had happened. By leaving central questions unanswered Heliodoros is able to hold large spans of text together, and the most important answers, when they do arrive, involve decisive change for the protagonists. Both these strategies imply an interpretatively active reader. The opening of the novel is deservedly famous.11 A gang of bandits come across a beached ship, surrounded by twitching corpses and the wreckage of a banquet. Through their eyes, and with their ignorance of what has taken place, the reader is made to assimilate the scene in obsessive but unexplained visual detail. In the midst of the carnage sits a fabulously beautiful young woman, nursing a fabulously handsome young man. It does not take long to identify them as the hero and heroine of the novel, and learn that their names are Theagenes and Charikleia, but Heliodoros tantalizes us over further details. Thus at the very beginning of the novel two riddles are established: what has hap­ pened on the beach? and who exactly are the hero and heroine? Heliodoros prolongs the reader’s ignorance by his characteristic use of partial viewpoint. Sometimes, as with the bandits, there is a fictional audience whose specific perceptions act as a channel of partial information to the reader, but elsewhere Heliodoros as narrator simply relates what an uninformed witness of the events would have seen or heard. For example, we are only allowed to find out about the hero and heroine as they speak to others r are spoken about: Heliodoros as author knows all about them but keeps quiet in favour of his recording but not explaining narrative voice. The opening scene is eventually disambiguated by Kalasiris, an Egyptian priest. He regales Knemon, a surrogate reader within the text who shares the real reader’s curiosity about the protagonists, with a long story, beginning in Book 2, of how he met Charikleia at Delphi, witnessed the birth of her love for Theagenes and helped the lovers to elope. He chronicles their subsequent experiences, until at the end of Book 5, half-way through the novel, the story circles back to its own beginning and at last resolves the mystery of the scene on the beach." In Greek Literature in the Roman Period and in Late Antiquity, 327. Routledge, 2014. http://dx.doi.org/10.4324/9780203616895-42.

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