Paz Suárez-Coalla
Biographic Data
| ID | 6743129 |
|---|---|
| NAME | Paz Suárez-Coalla |
| GIVEN NAMES | Paz |
| FAMILY NAME | Suárez-Coalla |
| SIGNATURE | SUÁREZ-COALLA P |
| AFFILIATIONS | Universidad de Oviedo |
| ORCID | 0000-0001-9772-2680 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
A proposal for adapting tiered models of support to foreign language writing instruction
The Multi-Tiered System of Support (MTSS) is a preventive framework that has demonstrated its effectiveness in early literacy instruction. However, its applicability to foreign language writing teaching has yet to be explored. The present study aims to address this educational shortcoming. A total of 132 students from fourth, fifth, and sixth grades of primary education were asked to write a narrative in English as a foreign language (EFL). The t…
Spanish‐Speaking Secondary Students Reading and Spelling in English as a Foreign Language
Proficiency in English reading and spelling is essential, as many professional environments require both spoken and written skills. Literacy development in English as a foreign language poses challenges for learners whose first language is transparent, such as Spanish, due to the complexity and inconsistency of English orthography. Spanish‐speaking students often struggle with these inconsistencies, adversely affecting their reading and spelling …
Lexical–semantic networks in a native and a foreign language
This study examines lexical–semantic network organisation in multilingual learners by comparing verbal fluency in a fully consolidated first language (Spanish) and a less consolidated foreign language (German), acquired as a third language. Thirty-four university students completed semantic, phonological, and verb written fluency tasks. Network science metrics assessed word output, lexical diversity, and topological properties including clusterin…
Language skills of adults with dyslexia in English as a foreign language
Developmental dyslexia is characterized by reading and writing deficits that persist into adulthood. However, the mechanisms underlying these deficits appear to affect several language domains negatively. The present study aims to investigate how 18 native Spanish-speaking adults with developmental dyslexia perform different language tasks in English as a foreign language. For this purpose, reading and oral comprehension were performed along with…
How country of origin and stimuli language influence visual word recognition in bilingual children
Aims and objectives: We used mouse tracking to determine how country of origin and stimuli language influence visual word recognition in bilingual children. Methodology: Children attending bilingual schools in Spain and the USA completed a lexical decision task in English. The task included real English words (e.g., true ), and pseudohomophones following Spanish (e.g., tru ) and English (e.g., troo ) orthographical rules. Data and analysis: Bilin…
Spanish children spelling in English as a foreign language
Background Spelling acquisition requires the assimilation of the regularities of the writing system, but these regularities may differ between the native and a foreign language. English spelling acquisition is a challenge for Spanish‐speaking children due to differences in the orthographic systems. The aim of this study was to examine to what extent Spanish‐speaking children use sub‐lexical and lexical information when spelling in English as a fo…
Writing proficiency in English as L2 in Spanish children with dyslexia
Different studies have demonstrated that people with dyslexia have difficulties in acquiring fluent reading and writing. These problems are also evident when they learn a second language. The aim of our study was to investigate if there is a linguistic transfer effect for writing in children with dyslexia when they face tasks in English (L2), as well as the possible influence of other linguistic skills (spelling, vocabulary and reading) in Englis…
Same-different letter decision task
It is common to see mirror errors in letters in early stages of reading due to the mirror-generalization process that allows a visual stimulus to be identified independently of its orientation. To avoid such errors, this process must be inhibited. A special case would be children with dyslexia since their difficulties with the alphabetic code may also delay the acquisition of correct letter orientation. We investigated the relationship between re…
Development of orthographic representations in Spanish children with dyslexia
The role of sublexical variables in reading fluency development among Spanish children
Several studies have found that, after repeated exposure to new words, children form orthographic representations that allow them to read those words faster and more fluently. However, these studies did not take into account variables related to the words. The aim of this study was to investigate the influence of sublexical variables on the formation of orthographic representations of words by Spanish children. The first experiment used pseudo-wo…
Reading prosody in Spanish dyslexics
Reading difficulties in Spanish adults with dyslexia
Orthographic learning in dyslexic Spanish children
Reading strategies in Spanish developmental dyslexics
No prominent works on this page.
Reading strategies in Spanish developmental dyslexics
Orthographic learning in dyslexic Spanish children
Reading difficulties in Spanish adults with dyslexia
Reading prosody in Spanish dyslexics
The role of sublexical variables in reading fluency development among Spanish children
Several studies have found that, after repeated exposure to new words, children form orthographic representations that allow them to read those words faster and more fluently. However, these studies did not take into account variables related to the words. The aim of this study was to investigate the influence of sublexical variables on the formation of orthographic representations of words by Spanish children. The first experiment used pseudo-wo…
Development of orthographic representations in Spanish children with dyslexia
Same-different letter decision task
It is common to see mirror errors in letters in early stages of reading due to the mirror-generalization process that allows a visual stimulus to be identified independently of its orientation. To avoid such errors, this process must be inhibited. A special case would be children with dyslexia since their difficulties with the alphabetic code may also delay the acquisition of correct letter orientation. We investigated the relationship between re…
Writing proficiency in English as L2 in Spanish children with dyslexia
Different studies have demonstrated that people with dyslexia have difficulties in acquiring fluent reading and writing. These problems are also evident when they learn a second language. The aim of our study was to investigate if there is a linguistic transfer effect for writing in children with dyslexia when they face tasks in English (L2), as well as the possible influence of other linguistic skills (spelling, vocabulary and reading) in Englis…
Spanish children spelling in English as a foreign language
Background Spelling acquisition requires the assimilation of the regularities of the writing system, but these regularities may differ between the native and a foreign language. English spelling acquisition is a challenge for Spanish‐speaking children due to differences in the orthographic systems. The aim of this study was to examine to what extent Spanish‐speaking children use sub‐lexical and lexical information when spelling in English as a fo…
Language skills of adults with dyslexia in English as a foreign language
Developmental dyslexia is characterized by reading and writing deficits that persist into adulthood. However, the mechanisms underlying these deficits appear to affect several language domains negatively. The present study aims to investigate how 18 native Spanish-speaking adults with developmental dyslexia perform different language tasks in English as a foreign language. For this purpose, reading and oral comprehension were performed along with…
How country of origin and stimuli language influence visual word recognition in bilingual children
Aims and objectives: We used mouse tracking to determine how country of origin and stimuli language influence visual word recognition in bilingual children. Methodology: Children attending bilingual schools in Spain and the USA completed a lexical decision task in English. The task included real English words (e.g., true ), and pseudohomophones following Spanish (e.g., tru ) and English (e.g., troo ) orthographical rules. Data and analysis: Bilin…
A proposal for adapting tiered models of support to foreign language writing instruction
The Multi-Tiered System of Support (MTSS) is a preventive framework that has demonstrated its effectiveness in early literacy instruction. However, its applicability to foreign language writing teaching has yet to be explored. The present study aims to address this educational shortcoming. A total of 132 students from fourth, fifth, and sixth grades of primary education were asked to write a narrative in English as a foreign language (EFL). The t…
Spanish‐Speaking Secondary Students Reading and Spelling in English as a Foreign Language
Proficiency in English reading and spelling is essential, as many professional environments require both spoken and written skills. Literacy development in English as a foreign language poses challenges for learners whose first language is transparent, such as Spanish, due to the complexity and inconsistency of English orthography. Spanish‐speaking students often struggle with these inconsistencies, adversely affecting their reading and spelling …
Lexical–semantic networks in a native and a foreign language
This study examines lexical–semantic network organisation in multilingual learners by comparing verbal fluency in a fully consolidated first language (Spanish) and a less consolidated foreign language (German), acquired as a third language. Thirty-four university students completed semantic, phonological, and verb written fluency tasks. Network science metrics assessed word output, lexical diversity, and topological properties including clusterin…
Reading and Literacy Development (13 works) · Linguistics (11 works) · Psychology (11 works) · Cognitive psychology (8 works) · Dyslexia (8 works) · Psycholinguistics (8 works) · Cognition (7 works) · Neurobiology of Language and Bilingualism (7 works) · Writing and Handwriting Education (7 works) · Computer Science (5 works)