The influence of code-oriented versus meaning-oriented approaches to reading instruction on word recognition in the Spanish language

This study was designed to examine the possible effect of instructional method and grade on the development of the competences used in reading isolated words in a transparent orthography (i.e., Spanish). A cross-sectional design was used with a sample of 202 children who were learning to read by different instructional methods (code-oriented vs. meaning-oriented approaches). The effect of instructional method was analysed on reaction times, latency responses, and misreading on lexical decision and naming tasks. Words varied in frequency, length, and positional frequency of syllables (PFS) and the nonwords varied only in length and PFS. Our prediction was that the differences in reaction times and error performance as a function of the variables that allow us to test the routes-such as lexicality, word frequency, PFS, and word length-would be greater in the individuals who learn by a meaning-oriented approach, which means that this group would be more affected by unfamiliar and longer words, low PFS, and nonwords in comparison to individuals who learn by a code-oriented approach. This would support the view that individuals who learn by a meaning-oriented approach have particular difficulties in naming words under conditions that require extensive phonological computation. Reliable effects of instructional method were found both in reaction times and latency responses and also on misreading in words and nonwords. The findings demonstrate superiority in the sublexical analysis in children who were learning by codeoriented approaches. However, individuals who were learning by meaning-oriented approaches had particular difficulties in naming words under conditions that require extensive phonological computation.