Desarrollo del procesamiento fonológico y ortográfico en adolescentes con y sin dificultades de aprendizaje en lectura

  1. González, Desiree
  2. Díaz, Alicia
  3. Suárez, Natalia
  4. Jiménez, Juan E.
Journal:
International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

ISSN: 0214-9877

Year of publication: 2014

Issue Title: Dificultades Educativas

Volume: 3

Issue: 1

Pages: 137-146

Type: Article

DOI: 10.17060/IJODAEP.2014.N1.V3.490 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

Abstract

The aim of this study was to analyze the development of phonological and orthographic processing in reading in teenagers with and without DEAL using a cross-sectional design. To analyze the performance of the teenagers the Sicole-R-ESO Multimedia Battery (www.ocideidi.net ) was used, measuring different cognitive processes associated to reading disabilities. The battery has a highly modular format , so that the assessment tasks are grouped into five modules. To carry out this study phonological processing module that assesses phonological awareness was administered. This module consists of four subtasks: blending, isolation, segmentation, and deletion. Orthographic processing module which consists of two subtasks, homophone and pseudohomophone comprehension subtask were also administered. A sample of teenagers with dyslexia was selected from a population of 945 secundary school students (12-16 years old ) from different public and private schools in the Canary Islands. Significant differences were found between dyslexics and normally achieving readers across grades in both, phonological and orthographic processing involved in reading acquisition. This result indicates that when diagnosing DEAL, we must assess the student’s cognitive profile , establishing precisely where the difficulty lies , not just focus on curricular competition or a general diagnosis of reading level. In this sense, the Sicole-R-ESO Multimedia Battery carries out an exhaustive record the performance of all cognitive processes involved in reading, to locate precisely where the difficulty is, allowing to obtain significant information to understand the problem and provide possible solutions to articulate answers, adapted to the individual needs of students.

Bibliographic References

  • Blachman, B.A. (2000). Phonological awareness. In M.L. Kamil, P.B. Mosenthal, P.D. Pearson, & R. Barr (Eds.), Handbook of reading research (vol. III, pp. 483–502). Mahwah, NJ: Lawrence Erlbaum.
  • Booth, J.R., Perfetti, C.A., MacWhinney, B. & Hunt, S.B. (2000). The association of rapid temporal perception with orthographic and phonological processing in reading impaired children andadults. Science Studies Reader. 4, 101–132.
  • Bruck, M. (1992). Persistente of dyslexics’ phonological awareness deficits. Developmental Psychology, 28, 874 – 886.
  • Bruck, M. (1993b). Word recognition and componenet phonological processing skills of adults with childhood diagnosis of dyslexia. Developmental Review, 13, 258-268.
  • Cattell, R. B. y Cattell, A. K. S. (1989). Test de Factor “g”. Escala 2. (Cordero, De la Cruz, y Seisdedos,Trans.). Madrid: T.E.A. Ediciones (Trabajo original publicado en 1950).
  • Chiappe, P., Stringer, R., Siegel, L.S. & Stanovich, K.E. (2002). Why the timing deficit does not explain reading disability in adults. Reading and Writing: An Interdisciplinary Journal, 15, 73–107.
  • Chung, K.K.H., Ho, C.S-H., Chan, D.W., Tsang, S-M. & Lee, S-H. (2010). Cognitive Profiles of Chinese Adolescents with dyslexia. Dyslexia, 16, 2-23
  • Cunningham, A.E., Perry, K.P., Stanovich, K.E. & Share, D.L. (2002). Orthographic learning during reading: Examining the role of self-teaching. Journal of Experimental Child Psychology, 82, 185–199.
  • Daneman, M. & Carpenter, P.A. (1980). Individual differences in working memory and reading. Journal of Verval Learning and Verbal Behavior, 19, 450-466.
  • de Jong, P.F. & Share, D.L. (2007). Orthographic learning during oral and silent reading. Scientific Studies of Reading, 11, 55–71.
  • de Jong, P.F. & van der Leij, A. (2003). Developmental changes in the manifestation of a phonological deficit in dyslexic children learning to read a regular orthography. Journal of Educational Psychology, 95, 22–40.
  • Dufor, O., Serniclaes, W., Sprenger-Charolles, L. & Démonet, J.-F. (2007). Top-down processes during auditory phoneme categorization in dyslexia: A PET study. Neuroimage, 34 (4), 1692–1707.
  • Elbro, C. & Nygaard, J. (2005). Quality of phonological representations, verbal learning, and phoneme awareness in dyslexic and normal readers. Scandinavian Journal of Psychology, 46, 375–384
  • Escribano, C. L. (2007). Evaluation of the double-deficit hypothesis subtype classification of readers in Spanish. Journal of Learning Disabilities, 40(4), 319-330.
  • González, D. (2012). Prevalencia e indicadores cognitivos y familiares de la dislexia en adolescentes. Tesis doctoral. Universidad de La Laguna.
  • Griffiths, S. & Frith, U. (2002). Evidence for an articulatory awareness deficit in adult dyslexics. Dyslexia, 8 (1), 14–21.
  • Hatcher, J., Snowling, M.J. & Griffiths, Y. M. (2002). Cognitive assessment of dyslexic students in higher education. The British Journal of Educational Psychology, 72, 119–133.
  • Hultquist, A.M. (1997). Orthographic processing abilities of adolescents with dyslexia. Annals of Dyslexia, 47, 89–114.
  • Jiménez, J.E., García, E., Ortiz, M.R., et al. (2005). Is the deficit in phonological awareness better explained in terms of task differences or effects of syllable structure? Applied Psycholinguistics, 26, 267-283.
  • Jiménez, J.E., Gregg, N. y Díaz, A. (2004). Evaluación de habilidades fonológicas y ortográficas en adolescentes con dislexia y adolescentes buenos lectores. Infancia & Aprendizaje, 27, 63-84.
  • Jiménez, J.E., Guzmán, R., Rodríguez, C. y Artiles, C. (2009). Prevalencia de las dificultades específicas de aprendizaje: la dislexia en español. Anales de Psicología, 25, 78-85.
  • Jiménez, J.E. & Ramírez, G. (2002). Identifying subtypes of reading disabilities in the Spanish language. The Spanish Journal of Psychology, 5, 3-19.
  • Jiménez, J.E., Rodríguez, C., Guzmán R. y García, E. (2010). Desarrollo de los procesos cognitivos de la lectura en alumnos normolectores y alumnos con dificultades específicas de aprendizaje. Revista de Educación, 353, 361-386.
  • Landerl, K. (2001). Word recognition deficits in German: more evidence from a representative sample. Dyslexia, 7(4), 183-196.
  • Landerl, K. & Wimmer, H. (2008). Development of word reading fluency and spelling in a consistent orthography: An 8- year follow-up. Journal of Educational Psychology, 100, 150-161.
  • Martin, J., Colé, P., Leuwers, C., Casalis, S., Zorman, M. & Sprenger-Charolles, L. (2010). Reading in French-speaking adults with dyslexia. Annals of Dyslexia, 60(2), 238-264.
  • Pennington, B.F., Van Orden, G.C., Smith, S.D., Green, P.A. & Haith, M.M. (1990). Phonological processing skills and deficits in adult dyslexics. Child Development, 7, 61, 1753-1778.
  • Ramos, J.L. y Cuetos, F. (1999). Batería de Evaluación de los procesos lectores para alumnos del tercer ciclo de Educación Primaria y Educación Secundaria Obligatoria (PROLEC-SE). Madrid, Spain: TEA. Ediciones.
  • Ramus, F., Rosen, S., Dakin, S.C., et al. (2003). Theories of developmental dyslexia: Insights from a multiple case study of dyslexic adults. Brain, 126, 841-865.
  • Reid, A.A., Szczerbinski, M., Iskierka-Kasperek, E. & Hansen, P. (2007). Cognitive profiles of adult developmental dyslexics: Theoretical implications. Dyslexia: An International Journal of Research and Practice, 13(1), 1–24.
  • Rodrigo, M., Jiménez, J.E., García, E., Díaz, A., Ortiz, M.R., Guzmán, R., Hernández-Valle, I., Estévez, A. & Hernández, S. (2004). Assessment of orthographical processing in Spanish children with dyslexia: The role of lexical and sublexical units. Electronic Journal of Research in Educational Psychology, 2, 105-126.
  • Shaywitz, S.E., Fletcher, J., Holahan, J., et al. (1999). Persistence of dyslexia: The Connecticut longitudinal study at adolescence. Pediatrics, 104, 1351-1359.
  • Siegel, L.S & Ryan, E.B. (1989). The development of working memory in normally achieving and subtypes of learning disabled children. Child Development, 60, 973-980.
  • Sinclair, A., Jarvella, R. & Levelt W. (1978). The child’s conception of language. Berlin. Springer-Verlag.
  • Snowling, M., Muter, V. & Carrol, J. (2007). Children at family risk of dyslexia: a follow-up in early adolescence. Journal of Child Psychology and Psychiatry, 48 (6), 609–618
  • Szenkovits, G. & Ramus, F. (2005). Exploring dyslexics’ phonological deficit I: Lexical vs. sub-lexical and input vs. output processes. Dyslexia: An International Journal of Research and Practice, 11(4), 253–268.
  • Wilson, A.M. & Lesaux, N.K. (2001). Persistence of phonological processing deficits in college students with dyslexia who have age-appropriate reading skills. Journal of Learning Disabilities, 34(5), 394–400.
Data source: Dialnet