Valoración del procesamiento ortográfico en niños españoles con dislexiaEl papel de las unidades léxicas y subléxicas

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

ISSN: 1696-2095

Año de publicación: 2004

Volumen: 2

Número: 4

Páginas: 105-126

Tipo: Artículo

DOI: 10.25115/EJREP.V2I4.1153 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Electronic journal of research in educational psychology

Objetivos de desarrollo sostenible

Resumen

Introducción. El objetivo de este estudio ha sido examinar el papel de las unidades multiletras, tales como el morfema y la palabra completa, en el acceso al léxico, en niños españoles con dislexia. Método. Para llevarlo a cabo, se seleccionó una muestra la cual se distribuyó en tres grupos diferentes: 1) Un grupo experimental formado por 18 niños con dificultad lectora (DAL); (2) Un grupo control de 27 lectores normales de la misma edad que el grupo de lectores con dificultad (BL); y (3) Un grupo control formado por 15 niños más jóvenes y del mismo nivel lector que los lectores con dificultad (NL). Se utilizó una tarea de selección de homófonos y de comprensión de raíces morfológicas. Se analizaron los resultados teniendo en cuenta medidas de exactitud y de latencia para la tarea de comprensión morfológica y de exactitud para la tarea de homófonos. Resultados. Los resultados mostraron que había un déficit en el procesamiento léxico en los niños con dificultad lectora ya que su rendimiento era más bajo que el de los niños más jóvenes con el mismo nivel lector. Sin embargo, cuando analizamos la latencia de la tarea de comprensión morfológica, los resultados mostraron que esta latencia disminuía, independientemente de los grupos, a medida que avanzaban las presentaciones, aunque el rendimiento del grupo de lectores normales, emparejados en edad con los lectores con dificultad, era significativamente mejor que el de los otros dos grupos.

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