Desarrollo de las habilidades fonológicas y ortográficas en niños normolectores y con dislexia durante la educación primaria

  1. Mercedes Rodrigo López
  2. Juan Eugenio Jiménez González
  3. Adelina Estévez Monzó
  4. Cristina Rodríguez Rodríguez
  5. Alicia Díaz Megolla
  6. María del Rosario Ortiz González
  7. Mercedes Amparo Muñetón Ayala
  8. Remedios Guzmán Rosquete
  9. María Isabel Hernández Valle
Journal:
Journal for the Study of Education and Development, Infancia y Aprendizaje

ISSN: 0210-3702

Year of publication: 2009

Volume: 32

Issue: 3

Pages: 375-389

Type: Article

Export: RIS
DOI: 10.1174/021037009788964088 DIALNET GOOGLE SCHOLAR

Metrics

Cited by

  • Scopus Cited by: 3 (22-10-2021)
  • Dialnet Métricas Cited by: 1 (11-11-2021)

JCR (Journal Impact Factor)

  • Year 2009
  • Journal Impact Factor: 0.441
  • Best Quartile: Q4
  • Area: PSYCHOLOGY, EDUCATIONAL Quartile: Q4 Rank in area: 40/44 (Ranking edition: SSCI)
  • Area: PSYCHOLOGY, DEVELOPMENTAL Quartile: Q4 Rank in area: 56/59 (Ranking edition: SSCI)

SCImago Journal Rank

  • Year 2009
  • SJR Journal Impact: 0.324
  • Best Quartile: Q2
  • Area: Education Quartile: Q2 Rank in area: 352/971
  • Area: Developmental and Educational Psychology Quartile: Q3 Rank in area: 184/271

CIRC

  • Social Sciences: B

Abstract

The aim of this study was to investigate the role of phonological and orthographic processing in the development of reading of children with and without dyslexia. A sample of 397 subjects in grades 2-6 was selected and organised into two different groups: 89 reading disabled children and 308 normal readers. Phonological and orthographic processes were evaluated using the SICOLE-R Multimedia Battery. The results indicated that there were differences between the groups. That is, although both groups showed a progression in phonological and orthographic acquisition, the reading disabled group showed a slower progression. Finally, our results demonstrate that the relationship between phonological and orthographic skills is different depending on the group. Thus, in the group of normally achieving readers there exists a threshold of phonological skill from which the orthographic skill develops. However, in the group of dyslexic children this pattern was not observed.