Evaluación de la velocidad de nombrar en las dificultades de aprendizaje de la lectura

  1. Ortiz González, María del Rosario
  2. Hernández Valle, María Isabel
  3. Estévez Monzó, Adelina
  4. Rodrigo López, Mercedes
  5. Guzmán Rosquete, Remedios
  6. García Miranda, Eduardo
  7. Díaz Megolla, Alicia
  8. Jiménez González, Juan Eugenio
  9. Hernández Expósito, Sergio
Revista:
Psicothema

ISSN: 0214-9915

Año de publicación: 2004

Volumen: 16

Número: 3

Páginas: 442-447

Tipo: Artículo

Otras publicaciones en: Psicothema

Resumen

En este trabajo se examina la velocidad de nombrar de un grupo de alumnos con dificultades de aprendizaje en la lectura (DAL) que presentan déficit fonológico, utilizando un diseño de nivel lector. Se seleccionó una muestra de 97 sujetos (52 niños y 45 niñas). Se utilizó un diseño de nivel de lectura de tres grupos: un grupo experimental formado por 29 sujetos con DAL de 4º nivel de Primaria; un grupo control de 41 buenos lectores igualados en edad con el grupo anterior; y un grupo control de 27 sujetos de 2º nivel igualados en nivel lector con el grupo con DAL. Se utilizó la técnica de Denckla y Rudel (1976), denominada Rapid Automatized Naming (RAN), para evaluar la velocidad de nombrar. Los resultados mostraron que los niños con DAL y déficit fonológicos son más lentos que los buenos lectores de la misma edad y que su velocidad de nombrar es similar a la de los buenos lectores más jóvenes. Este hallazgo sugiere que los niños con DAL y déficit fonológico no presentan un déficit en la velocidad de nombrar

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