Validez discriminante de la Batería Multimedia Sicole-R-Primaria para la evaluación de procesos cognitivos asociados a la dislexia

  1. Jiménez González, Juan Eugenio
  2. Guzmán Rosquete, Remedios
  3. Ortiz González, María del Rosario
  4. Díaz Megolla, Alicia
  5. Estévez Monzó, Adelina
  6. García Miranda, Eduardo
  7. Hernández Valle, María Isabel
  8. Muñetón Ayala, Mercedes Amparo
  9. Naranjo, Francisco
  10. Rodrigo López, Mercedes
  11. Rodríguez Rodríguez, Cristina
  12. Rojas, Estefanía
Revista de investigación educativa, RIE

ISSN: 0212-4068 1989-9106

Year of publication: 2009

Volume: 27

Issue: 1

Pages: 49-71

Type: Article

More publications in: Revista de investigación educativa, RIE


Cited by

  • Dialnet Métricas Cited by: 3 (25-02-2024)


  • Social Sciences: A


The purpose of this study has been to analyze the discriminant validity of the Battery Multimedia Sicole-R-Primaria for the assessment of cognitive processes associated to dyslexia. The tool has a modular highly format, so that the assessment tasks are grouping into different modules that allow assessing processes of phonological awareness, speech perception, naming speed, syntactic processing, reading fluency, lexical decision, work memory, orthographic processing and morphological processing. A sample of dyslexics and normally achieving readers was selected from a population of 1.050 students of Primary Education (7-12 years) of public and private schools. The findings obtained demonstrate that, in general, the instrument discriminates against between dyslexics and normally achieving readers across different ages. At the beginning of elementary grades, it is the phonological and syntactic processing. Later, the speed in the recovery of phonological labels, lexical access and reading fluency, and finally is the orthographical processing and reading fluency that discriminates between both groups at the end of elementary grades. In sum, the educational implications are discussed and it is suggested that remediation could be more effective for dyslexic children if assessment instruments allow us to detect cognitive deficit that are experienced dyslexic children across compulsory schooling.