Desarrollo de las habilidades fonológicas y ortográficas en niños normolectores y con dislexia durante la educación primaria
- Rodrigo López, Mercedes
- Jiménez González, Juan Eugenio
- Estévez Monzó, Adelina
- Rodríguez Rodríguez, Cristina
- Díaz Megolla, Alicia
- Ortiz González, María del Rosario
- Muñetón Ayala, Mercedes Amparo
- Guzmán Rosquete, Remedios
- Hernández Valle, María Isabel
ISSN: 0210-3702, 1578-4126
Year of publication: 2009
Volume: 32
Issue: 3
Pages: 375-389
Type: Article
More publications in: Journal for the Study of Education and Development, Infancia y Aprendizaje
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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.