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

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

ISSN: 0210-3702 1578-4126

Year of publication: 2009

Volume: 32

Issue: 3

Pages: 375-389

Type: Article

DOI: 10.1174/021037009788964088 DIALNET GOOGLE SCHOLAR

More publications in: Journal for the Study of Education and Development, Infancia y Aprendizaje


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.