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
Journal:
Electronic journal of research in educational psychology

ISSN: 1696-2095

Year of publication: 2004

Volume: 2

Issue: 4

Pages: 105-126

Type: Article

DOI: 10.25115/EJREP.V2I4.1153 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Electronic journal of research in educational psychology

Abstract

Introduction. The aim of this study was to examine the role of multiletter units, such as the morpheme and whole word, in accessing the lexicon, in Spanish children with dyslexia. Method. A sample of 60 participants were selected and organised in three different groups: 1) an experimental group of 18 reading-disabled children, (2) a control group of 27 normal readers matched in age with the reading disabled group, and (3) a control group of 15 younger children at the same reading level as the reading disabled group. Homophones and morphological root comprehension tasks were used. Results. The results were analysed using measures of accuracy and latency for the morphological comprehension task and accuracy for the homophone task. These showed that there was a lexical processing deficit in children with reading disabilities compared to younger children with the same reading level. Nevertheless, when we analysed the latency of the morphological comprehension task, results showed that this latency decreased during presentation, independently of the groups, although the performance of normal readers matched in age with the reading disabled children was significantly better than the two other groups.

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