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An Analysis and Comparison of Three Theoretical Models of the Reading-Writing Relationships in Spanish-Speaking Children

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Reading-Writing Connections

Part of the book series: Literacy Studies ((LITS,volume 19))

Abstract

In this chapter we present a comparison and evaluation of three alternative theoretical models of the reading-writing relationship through structural equation modeling of a Spanish-speaking school population: (a) a reading-writing model which postulates that reading has a direct influence on writing); (b) a writing-reading model which postulates that reading is influenced by writing and; (c) an interactive model which postulates that both skills are influenced reciprocally. Previous studies have been conducted in a language with opaque orthography as English. English, being an opaque language, has many inconsistencies in the grapheme-phoneme correspondences and vice versa; however, the Spanish is a language more regular and consistent. Therefore, the explanatory models on the relationship between reading and writing in languages with opaque orthography should not be extrapolated directly to languages with transparent orthography. So far, we have no studies of this nature in our language. Taking into account our findings, the chapter concludes by suggesting that the flow of information between reading and writing may be of a more universal nature based in the alphabetic systems.

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Acknowledgments

This manuscript was produced with the assistance of the Agencia Española de Cooperación Internacional con Iberoamérica (AECI) for the development of cooperation projects between Spain and Guatemala, Mexico, and Chile, ref.: A/3877/05, A/7548/07, and A/013941/07; and the Plan Nacional I + D + i (European Regional Development Fund, RDF; and the Spanish Ministry of Science and Technology), ref.: PSI2015-65009-R, for which the first author was the principal investigator. Please address all correspondence to Juan E. Jiménez, Departamento de Psicología Evolutiva y de la Educación, Universidad de La Laguna, Campus de Guajara, 38200, The Canary Islands, Spain. Please address email correspondence to ejimenez@ull.edu.es.

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Authors and Affiliations

  1. Faculty of Psychology, Universidad de La Laguna, The Canary Islands, Spain

    Juan E. Jiménez, Eduardo García, Francisco Naranjo, Sara C. de León & Juan A. Hernández-Cabrera

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  1. Juan E. Jiménez
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  2. Eduardo García
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  3. Francisco Naranjo
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  4. Sara C. de León
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  5. Juan A. Hernández-Cabrera
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Correspondence to Juan E. Jiménez .

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Editors and Affiliations

  1. Department of Psychology, University of Porto, Porto, Portugal

    Rui A. Alves

  2. Department of Psychology, University of Porto, Porto, Portugal

    Teresa Limpo

  3. College of Education, Texas A&M University, College Station, TX, USA

    R. Malatesha Joshi

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Jiménez, J.E., García, E., Naranjo, F., de León, S.C., Hernández-Cabrera, J.A. (2020). An Analysis and Comparison of Three Theoretical Models of the Reading-Writing Relationships in Spanish-Speaking Children. In: Alves, R.A., Limpo, T., Joshi, R.M. (eds) Reading-Writing Connections. Literacy Studies, vol 19. Springer, Cham. https://doi.org/10.1007/978-3-030-38811-9_3

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