¿Utilizan las reglas ortográficas los niños con y sin dificultades de aprendizaje en la escritura de palabras?
- Juan E. Jiménez
- Yésica Jiménez-Suárez
ISSN: 0210-9395, 1579-3699
Year of publication: 2018
Volume: 39
Issue: 1
Pages: 92-103
Type: Article
More publications in: Estudios de Psicología = Studies in Psychology
Abstract
The aim of this study was to explore whether children with and without learning difficulties use orthographic rules to write words. To study this, two types of tasks from the Early Grade Writing Assessment (EGWA) test were used: (1) a dictation task which included pseudowords with an implicit orthographic rule; and (2) a dictation task which included words with arbitrary, unregulated orthography. An initial sample of 1,447 students from grades 1 to 3 of elementary school was selected. The results showed that the variables task type and grade were significant when explaining the differences found between the groups. These findings are discussed from the perspective of the orthographic representations self-teaching hypothesis as related to the orthographic depth hypothesis, associated with the orthographic transparency of Spanish.
Funding information
Funders
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Proyecto I+D+I del programa estatal de investigación, desarrollo e innovación orientada a los retos de la sociedad
- PSI2015-65009-R