Musical aptitude, phonological awareness, and reading fluency: the reading process in migrant adults learning Spanish

María Prados; Patricia  Flor Arasil; Jose Manuel Foncubierta

doi:10.33776/EUHU/linguodidactica.v6.8897

María Prados University of Huelva https://orcid.org/0009-0002-0673-0189
Patricia Flor Arasil International University of Valencia https://orcid.org/0000-0002-2059-0373
Jose Manuel Foncubierta University of Huelva https://orcid.org/0000-0002-7077-3303

DOI: https://doi.org/10.33776/EUHU/linguodidactica.v6.8897

Keywords:

oral reading fluency, musical aptitude, migrant adults, additional Spanish language, phonological awareness

Abstract

Previous studies on the reading process in additional languages (AL) have provided interesting data on the relationship between musical aptitude and reading skills, with phonological awareness being a predictor of fluency and comprehension. Most research has focused on literate readers learning an AL, while knowledge about the reading process in adults with low literacy levels in a migration context remains scarce. This study, in which 74 adult migrants participated, aims to explore the interaction between musical aptitude, phonological awareness, and oral reading fluency. To this end, linguistic and non-linguistic tests were administered to obtain data that would allow a relationship to be established between musical aptitude, operationalized as the ability to perceive non-linguistic rhythm, phonological awareness, and oral reading fluency. The results indicated a significant correlation between musical rhythm perception and phonological awareness, but not between rhythm and reading fluency in adults with low literacy levels, as reported in previous literature on literate reader profiles. However, further studies are needed on how these variables behave in order to propose a valid model for understanding the reading process in adults with low literacy levels who are learning Spanish as an additional language.

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Supporting Agencies

This research has been funded by the Ministry of Science and Innovation, State Research Agency Reference: PID2020-113460RB-I00; R&D&I project titled “Multiliteracies for adult at-risk learners of additional languages (MultiLits)”

Author Biographies

María Prados, University of Huelva

María Prados is a Hispanic philologist and a doctoral candidate at the University of Huelva, specializing in the research line focused on translation and language teaching. She serves as an adjunct professor in the Department of Philology at the University of Huelva. She holds a Master’s degree in Literary and Theatrical Studies from the University of Granada. Additionally, she works as a research technician for the Regional Government of Andalusia and is a member of the ReALL research group and COIDESO. She has completed a research stay at the University of Marseille.

Patricia Flor Arasil, International University of Valencia

Patricia Flor Arasil holds a Ph.D. in Psychology with International Mention from Jaume I University in Castellón. Since 2018, Patricia has been a faculty member at the International University of Valencia. Her current research employs intensive methodologies for longitudinal data and time series analysis, while she is also exploring the field of moderation and mediation.

Jose Manuel Foncubierta , University of Huelva

José Manuel Foncubierta is an Assistant Professor in the area of Spanish Language within the Department of Philology at the University of Huelva. He is a member of COIDESO (Center of Contemporary Thinking and Innovation for Social Development) and ReALL (Research in Affective Language Learning).

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