Relación entre las habilidades de lectura y escritura y las dimensiones del lenguaje: Un estudio en alumnado de primaria con implante coclear

• Mario Figueroa ^[1] ; Gemma Bayés ^[2] ; Núria Silvestre ^[1]
  1. [1] Universitat Autònoma de Barcelona

     Universitat Autònoma de Barcelona

     Barcelona, España

     
  2. [2] Escola d'Educació Especial Joan Riu. Consorci Sant Gregori, España
• Localización: Revista de Investigación en Logopedia, ISSN-e 2174-5218, Vol. 15, Nº. Extra 1, 2025
• Idioma: español
• DOI: 10.5209/rlog.101422
• Títulos paralelos:
  • The Relationship between Reading and Writing Skills and Language Dimensions: A Study in Primary School Children with Cochlear Implants
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Investigaciones recientes han explorado la relación entre las habilidades lingüísticas y la competencia lectora en niños con implantes cocleares (IC). No obstante, la mayoría de los estudios se centran predominantemente en aspectos fonológicos, descuidando un análisis lingüístico integral y multidimensional. Además, la relación de las diferentes dimensiones del lenguaje con las habilidades del lenguaje escrito sigue estando significativamente poco investigada en alumnado con IC. Para llenar este vacío de conocimiento, realizamos un estudio con 30 niñas y niños de primaria con IC. Los participantes fueron evaluados en sus habilidades lingüísticas y de lectoescritura utilizando las baterías de pruebas BLOC y TALEC. Nuestros hallazgos revelaron asociaciones significativas entre las habilidades de lectura y varias dimensiones del lenguaje. Además, las habilidades de escritura mostraron asociaciones significativas con todas las dimensiones del lenguaje, a excepción de la pragmática. Los análisis de regresión demostraron que las habilidades semánticas y sintácticas son predictores clave, explicando una variabilidad sustancial tanto en las habilidades de lectura como de escritura. Finalmente, discutimos estos resultados y proponemos implicaciones para la práctica educativa y clínica.

  • English

    Recent research has explored the relationship between linguistic skills and reading competence in children with cochlear implants (CI). However, a notable gap exists within these studies, as many predominantly focus on phonological aspects, neglecting a comprehensive, multidimensional linguistic analysis. Also, the relationship of the different language dimensions with written language skills remains significantly underinvestigated in children with CI. To bridge this knowledge gap, we conducted a study involving 30 primary school children with CI. Participants underwent evaluations of their linguistic and literacy skills using the BLOC and TALEC test batteries. Our findings revealed significant associations between reading skills and all language dimensions. Furthermore, writing skills exhibited significant associations with all language dimensions, with the exception of pragmatics. Regression analyses demonstrated that semantic and syntactic skills are key predictors, accounting for substantial variability in both reading and writing abilities.

    Finally, we discuss these results and propose implications for educational and clinical interventions

• Referencias bibliográficas
  • Abbott, R. D., Berninger, V. W., y Fayol, M. (2010). Longitudinal relationships of levels of language in writing and between writing and reading...
  • Alamargot, D., Lambert, E., Thebault, C., y Dansac, C. (2007). Text composition by deaf and hearing middle-school students: The role of working...
  • Andrews, J. F., Byrne, A., y Clark, M. D. (2015). Deaf scholars on reading: A historical review of 40 years of dissertation research (1973-2013):...
  • Antia, S. D., Catalano, J. A., Rivera, M. C., y Creamer, C. (2021). Explicit and contextual vocabulary intervention: Effects on word and definition...
  • Antia, S. D., Lederberg, A. R., Easterbrooks, S., Schick, B., Branum-Martin, L., Connor, C. M., y Webb, M. Y. (2020). Language and reading...
  • Archbold, S., Harris, M., O’Donoghue, G., Nikolopoulos, T., White, A., y Richmond, H. L. (2008). Reading abilities after cochlear implantation:...
  • Arfe, B. (2015). Oral and written discourse Skills in deaf and hard of hearing children: The role of reading and verbal working memory. Topics...
  • Arfé, B., y Perondi, I. (2008). Deaf and hearing students’ referential strategies in writing: What referential cohesion tells us about deaf...
  • Arfé, B., Rossi, C., y Sicoli, S. (2015). The contribution of verbal working memory to deaf children’s oral and written production. Journal...
  • Cervera, M., Toro, J., Gratacós, M. L., de la Osa, N., y Pons, M. D. (2005). Test d’Anàlisi de Lectura i Escriptura en Català (A. Machado,...
  • Colombo, L., Arfe, B., y Bronte, T. (2011). The influence of phonological mechanisms in written spelling of profoundly deaf children. Reading...
  • de Diego-Lázaro, B. (2024). Retrieval practice and word learning in children who are hard of hearing. International Journal of Speech-Language...
  • Dehaene, S., Pegado, F., Braga, L. W., Ventura, P., Filho, G. N., Jobert, A., Dehaene-Lambertz, G., Kolinsky, R., Morais, J., y Cohen, L....
  • Dillon, C. M., de Jong, K., y Pisoni, D. B. (2012). Phonological awareness, reading skills, and vocabulary knowledge in children who use cochlear...
  • Domínguez, A.-B., Pérez, I., y Alegría, J. (2012). La lectura en los alumnos sordos: aportación del implante coclear. Infancia y Aprendizaje,...
  • Easterbrooks, S. R., Lederberg, A. R., y Connor, C. M. (2014). Contributions of the emergent literacy environment to literacy outcomes for...
  • Easterbrooks, S. R., y Trussell, J. W. (2015). Encouraging emergent reading in deaf and hard-of-hearing children. In M. Marschark y P. E....
  • Edwards, L., y Anderson, S. (2014). The association between visual, nonverbal cognitive abilities and speech, phonological processing, vocabulary...
  • Figueroa, M., Bayés, G., Darbra, S., y Silvestre, N. (2023). Reading and theory of mind during the primary-secondary educational transition:...
  • Figueroa, M., Darbra, S., y Silvestre, N. (2020). Reading and theory of mind in adolescents with cochlear implant. The Journal of Deaf Studies...
  • Figueroa, M., Silvestre, N., y Darbra, S. (2022). Specific EF-related tasks and reading in adolescents with typical hearing or a cochlear...
  • Fitzgerald, J., y Shanahan, T. (2000). Reading and writing relations and their development. Educational Psychologist, 35(1), 39–50. https://doi.org/10.1207/S15326985EP3501_5
  • Friedman, J. (2023). Lasso and elastic-net regularized generalized linear models (pp. 1–8). R package version, 4.
  • Gallego, C., Martín-Aragoneses, M. T., López-Higes, R., y Pisón, G. (2016). Semantic and syntactic reading comprehension strategies used by...
  • Gaustad, M. G., y Kelly, R. R. (2004). The relationship between reading achievement and morphological word analysis in deaf and hearing students...
  • Geers, A. E. (2003). Predictors of reading skill development in children with early cochlear implantation. Ear and Hearing, 24(1 Suppl), 59S-68S....
  • Geers, A. E., Nicholas, J. G., y Sedey, A. L. (2003). Language skills of children with early cochlear implantation. Ear and Hearing, 24(1...
  • Georgiou, G. P., y Theodorou, E. (2025). Voicing discrimination as a diagnostic marker of developmental language disorder. Journal of Neurolinguistics,...
  • Gómez-Merino, N., Fajardo, I., y Ferrer, A. (2021). Did the three little pigs frighten the wolf? How deaf readers use lexical and syntactic...
  • González-Cuenca, A., González-Jerez, M., Linero, M. J., y Lavigne, R. (2024). Differences in the type of vocabulary understood by deaf and...
  • Illg, A., Adams, D., Lesinski-Schiedat, A., Lenarz, T., y Kral, A. (2024). Variability in receptive language development following bilateral...
  • James, D., Rajput, K., Brown, T., Sirimanna, T., Brinton, J., y Goswami, U. (2005). Phonological awareness in deaf children who use cochlear...
  • Jardí, A., Puigdellívol, I., y Petreñas, C. (2021). Teacher assistants’ roles in Catalan classrooms: Promoting fair and inclusion-oriented...
  • Kyle, F. E., y Harris, M. (2010). Predictors of reading development in deaf children: A 3-year longitudinal study. Journal of Experimental...
  • Lambert, W. E. (1981). Un experimento canadiense sobre desarrollo de competencia bilingüe: Programa de cambio de lengua hogar-escuela. Revista...
  • Lopez-Higes, R., Gallego, C., Martin-Aragoneses, M. T., y Melle, N. (2015). Morpho-syntactic reading comprehension in children with early...
  • Mallén Biel, A. B., y Valero García, J. (2024). Uso de estrategias sintácticas y/o semánticas para la comprensión lectora del alumnado adolescente...
  • Marrodan, E., y De Diego-Lázaro, B. (2025). El impacto de la pérdida auditiva en las habilidades de función ejecutiva. Revista de Investigación...
  • Marschark, M., Sapere, P., Convertino, C. M., Mayer, C., Wauters, L., y Sarchet, T. (2009). Are deaf students’ reading challenges really about...
  • Mayer, C., Watson, L., Archbold, S., Ng, Z. Y., y Mulla, I. (2016). Reading and writing skills of deaf pupils with cochlear implants. Deafness...
  • Mesa, G., Tirado, M. J., y Saldaña, D. (2013). El retraso en el desarrollo del lenguaje y los problemas de comprensión lectora: una exploración...
  • Nippold, M. A., Ward-Lonergan, J. M., y Fanning, J. L. (2005). Persuasive writing in children, adolescents, and adults. Language, Speech,...
  • Paatsch, L., y Toe, D. (2020). The interplay between pragmatics and reading comprehension in children who are deaf or hard of hearing. The...
  • Paniagua-Martín, D., Calvo Álvarez, M. I., y González Santamaría, V. (2022). Vocabulario profundo y lectura en el alumnado con sordera. Una...
  • Peterson, N. R., Pisoni, D. B., y Miyamoto, R. T. (2010). Cochlear implants and spoken language processing abilities: Review and assessment...
  • Puyuelo, M., Renom, J., Solanas, A., y Wiig, E. (2002). BLOC - Batería del Lenguaje, Objetiva y Criterial. Masson.
  • Rodríguez-Ortiz, I. R., Moreno-Pérez, F. J., y Saldaña, D. (2025). Reading metacomprehension of Spanish deaf and hard-of-hearing students....
  • Santamaría, V. G., y Domínguez Gutiérrez, A. B. (2018). Influencia de las habilidades lingüísticas en las estrategias lectoras de estudiantes...
  • Sarant, J. Z., Harris, D. C., y Bennet, L. A. (2015). Academic outcomes for school-aged children with severe–profound hearing loss and early...
  • Sénéchal, M., y Kearnan, K. (2007). The role of morphology in reading and spelling. Advances in Child Development and Behavior, 35, 297–325....
  • Simon, M., Fromont, L. A., Le Normand, M. T., y Leybaert, J. (2019). Spelling, reading abilities and speech perception in deaf children with...
  • Soriano, J., Pérez, I., y Domínguez, A. B. (2006). Evaluación del uso de estrategias sintácticas en lectura por alumnos sordos con y sin implante...
  • Straszer, B., Liceras, J. M., Fuertes, R. F., Zetterholm, E., y Lindström, E. (2022). The writing process of bilingual students with focus...
  • Troia, G. A. (2011). How might pragmatic language skills affect the written expression of students with language learning disabilities? Topics...
  • Tunmer, W. E., y Chapman, J. W. (2012). The simple view of reading redux: Vocabulary knowledge and the independent components hypothesis....
  • Vizzi, F., Angelelli, P., Iaia, M., Risser, A. H., y Marinelli, C. V. (2023). Writing composition ability and spelling competence in deaf...
  • Wass, M., Anmyr, L., Lyxell, B., Karltorp, E., Östlund, E., y Löfkvist, U. (2025). Longitudinal predictors of reading ability in children...
  • Wolbers, K. A., Dostal, H. M., Cihak, D., y Holcomb, L. (2020). Written language outcomes of deaf elementary students engaged in authentic...
  • Wolbers, K. A., Dostal, H. M., Holcomb, L., y Spurgin, K. (2024). Developing expressive language skills of deaf students through specialized...
  • Yoshinaga-Itano, C., Snyder, L. S., y Mayberry, R. (1996). Section 1. Examining written-language assessment and intervention: Links to literacy....