ABSTRACT This study analyses the relative incidence of visual-motor processes compared to other cognitive processes involved in spelling, to understand its relevance in orthography acquisition in school-aged children when contextual variables are controlled for and there has been explicit instruction. A sample of 96 students between third and sixth grade of primary education was divided into two groups according to their spelling performance (low and high performance). They were all assessed in rapid naming, vocabulary, visual and auditory working memory, visual-motor integration and intelligence. Results show that visual-motor integration and auditory working memory differentiate the low and high performance groups, being the variables that best predict spelling. The relationship between auditory working memory and visual-motor integration appears to establish when the word is being incorporated into the child’s lexicon. These results have important educational implications referred to teaching spelling through handwriting when its use is being debated against the use of digital technologies for writing acquisition.

中文翻译：

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西班牙语小学生在获取正字形表示形式时视觉运动过程的发生率（西班牙裔拉丁裔美国人的拉丁文表达能力）

摘要这项研究分析了视觉运动过程与其他参与拼写的认知过程相比的相对发生率，以了解在控制了上下文变量并且有明确指导的情况下，视觉运动过程与学龄儿童正字法习得的相关性。根据他们的拼写表现（低表现和高表现），将96名小学三年级和六年级学生的样本分为两组。他们都通过快速命名，词汇，视觉和听觉工作记忆，视觉运动整合和智力进行了评估。结果表明，视觉运动整合和听觉工作记忆将低表现组和高表现组区分开，这是最能预测拼写的变量。当将单词合并到孩子的词典中时，听觉工作记忆与视觉运动整合之间的关系似乎已经建立。这些结果具有重要的教育意义，涉及在与使用数字技术进行书面习得进行辩论时，通过手写教学拼写。