La riqueza epigráfica de las ánforas olearias de la provincia Bética es bien conocida gracias a los numerosos sellos de alfarero, rótulos pintados (tituli picti) y grafitos grabados en la arcilla fresca (ante cocturam). Éstos últimos suelen contener signos y simples letras, pero a veces, también nombres de personas y fechas calendariales y consulares. En este trabajo presentamos un grafito de carácter excepcional por su contenido estrictamente literario. En él, proponemos identificar un fragmento de poema de Virgilio. Analizamos y discutimos el contexto en que se realizó, la autoría del mismo y su significación para el conocimiento del grado de alfabetización de la sociedad rural romana en el Valle del Guadalquivir. Constituye el primer caso constatado sobre ánfora romana y es de excepcional interés para arqueólogos, epigrafistas y filólogos del latín vulgar.

This study looks at human capital in Spain during the early stages of modern economic growth. We have assembled a new dataset for age-heaping and literacy in Spain with information about men and women from six population censuses and forty-nine provinces between 1877 and 1930. Our results show that, although age-heaping was less prevalent during the second half of the 19th century than previously thought, it did not decline until the early 20th century. Given that literacy increased throughout the whole period, our study thus unveils stark differences between age-heaping and literacy, which raises further questions regarding sources, methods and interpretation.

Twelve cerebral palsied adolescents and young adults with complex communicative needs who used augmentative and alternative communication were studied. They were classified according to their working memory capacity (high vs. low) into two groups of 6 participants. They were also divided into two groups of 6 participants according to their high vs. low phonological skills. These groups were compared on their performance in reading tests –orthographic knowledge, a word test and a pseudoword reading test- and in the spelling of words, pseudowords and pictures' names. Statistical differences were found between high vs. low phonological skills groups, and between high and low working memory groups. High working memory capacity group scored significantly higher than low working memory group in the orthographic and word reading tests. The high phonological skills group outperformed the low phonological skills group in the word reading test and in the spelling of pseudowords and pictures' names. From a descriptive point of view, phonological skills and working memory, factors known to be highly predictive of literacy skills in people without disabilities, also hold as factors for the participants that used AAC in our study. Implications of the results are discussed.

The main purpose of the study reported here was to examine the early linguistic predictors of reading (e.g., Knowledge About Print, Listening Comprehension, Receptive Vocabulary, Rapid Naming of Objects and Letters, and Phonological Awareness), for a sample of 77 Spaniards, 48 Latinos, and 30 Gypsies kindergartens (mean age = 5 years 9 months) living in Spain. The relative contribution of ethnic background, neighbourhood socioeconomic status (SES), age, and gender was assessed. Findings revealed that ethnic background, neighborhood SES, and age differentially predicted children's pre-literacy skills. The implications of these results for understanding the role played by these demographic and socio-cultural variables in alphabetic literacy acquisition are discussed. The second purpose of this study was to add to the growing literature on the nature of reading challenges in children who are learning to read a transparent orthography-Spanish. Cross-linguistic research between different subtypes of readers will add to understand the impact of language characteristics in reading acquisition. Finally, the present study suggested that early assessment of pre-literacy skills can be a highly effective way to determine the instructional needs of students who are at risk for reading failure before formal reading instruction begins.