Nuria Calet
Biographic Data
| ID | 9523447 |
|---|---|
| NAME | Nuria Calet |
| GIVEN NAMES | Nuria |
| FAMILY NAME | Calet |
| SIGNATURE | CALET N |
| AFFILIATIONS | Universidad de Granada |
| ORCID | 0000-0002-1700-0387 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2026 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
The role of rhythm in learning to read in children with and without reading difficulties
Background Recent research indicates that rhythm can influence the development of phonological awareness and, thus, the learning to read. Aims This work aimed to test the relationship between rhythm and reading in Spanish through an intervention study in children with and without reading difficulties. Methods We used a pre-test/post-test design and worked with a sample of 131 children in the first year of primary education (29 with reading diffic…
Examining the contribution of segmental, suprasegmental, and non-linguistic skills to early word reading in Spanish-speaking preschoolers
Suprasegmental phonology, encompassing the rhythmic elements of spoken language, plays a significant role in early reading acquisition. Despite growing evidence of its importance, the relationships among suprasegmental and segmental phonological skills, non-linguistic rhythmic abilities and early reading development remain insufficiently specified. The present study examines how these skills contribute to early word reading in Spanish-speaking pr…
The Role of Phonological and Rhythmic Skills in Learning to Write Words in Spanish
Background Both phonological and stress awareness have been related to the development of literacy. Moreover, according to Goswami's temporal sampling theory, another prosodic factor, rhythmic synchronization skill, also favours reading acquisition. However, previous findings on the relation between prosody and literacy are sometimes inconsistent. The present study focuses on word spelling, with two main objectives. The first is to determine whet…
A Best-Evidence Synthesis and Meta-analysis on Effective Reading Programs in Spanish
This systematic review and meta-analysis examined the effectiveness of Spanish reading programs in grades K–6. The research designs included were experimental and quasi-experimental. Effect sizes were analyzed using a multivariate meta-regression model with robust variance estimation. To assess the degree of heterogeneity in the effect sizes, a 95% prediction interval was calculated. A total of 11 studies and 51 effect sizes met the inclusion cri…
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The role of rhythm in learning to read in children with and without reading difficulties
Background Recent research indicates that rhythm can influence the development of phonological awareness and, thus, the learning to read. Aims This work aimed to test the relationship between rhythm and reading in Spanish through an intervention study in children with and without reading difficulties. Methods We used a pre-test/post-test design and worked with a sample of 131 children in the first year of primary education (29 with reading diffic…
Examining the contribution of segmental, suprasegmental, and non-linguistic skills to early word reading in Spanish-speaking preschoolers
Suprasegmental phonology, encompassing the rhythmic elements of spoken language, plays a significant role in early reading acquisition. Despite growing evidence of its importance, the relationships among suprasegmental and segmental phonological skills, non-linguistic rhythmic abilities and early reading development remain insufficiently specified. The present study examines how these skills contribute to early word reading in Spanish-speaking pr…
The Role of Phonological and Rhythmic Skills in Learning to Write Words in Spanish
Background Both phonological and stress awareness have been related to the development of literacy. Moreover, according to Goswami's temporal sampling theory, another prosodic factor, rhythmic synchronization skill, also favours reading acquisition. However, previous findings on the relation between prosody and literacy are sometimes inconsistent. The present study focuses on word spelling, with two main objectives. The first is to determine whet…
A Best-Evidence Synthesis and Meta-analysis on Effective Reading Programs in Spanish
This systematic review and meta-analysis examined the effectiveness of Spanish reading programs in grades K–6. The research designs included were experimental and quasi-experimental. Effect sizes were analyzed using a multivariate meta-regression model with robust variance estimation. To assess the degree of heterogeneity in the effect sizes, a 95% prediction interval was calculated. A total of 11 studies and 51 effect sizes met the inclusion cri…
Reading and Literacy Development (4 works) · Phonological awareness (3 works) · Rhythm (3 works) · Language Development and Disorders (2 works) · Phonetics and Phonology Research (2 works) · Phonology (2 works) · Reading (process) (2 works) · Cognition (1 work) · Cognitive and developmental aspects of mathematical skills (1 work) · Fluency (1 work)