Desarrollo de las habilidades fonológicas y ortográficas en niños normolectores y con dislexia durante la educación primaria
- Mercedes Rodrigo López
- Juan Eugenio Jiménez González
- Adelina Estévez Monzó
- Cristina Rodríguez Rodríguez
- Alicia Díaz Megolla
- María del Rosario Ortiz González
- Mercedes Amparo Muñetón Ayala
- Remedios Guzmán Rosquete
- María Isabel Hernández Valle
ISSN: 0210-3702
Year of publication: 2009
Volume: 32
Issue: 3
Pages: 375-389
Type: Article
Metrics
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.