Acceso usuarios
Ariel Cuadro, Javier Marín Serrano
Con el objetivo de identificar y caracterizar a subtipos de lectores retrasados en español (fonológicos y superficiales), se comparan 42 lectores retrasados de 4º,5º y 6º de primaria, con 90 lectores normales de igual grado escolar y con 78 lectores normales de menor grado escolar y nivel lector equivalente. Se analizó el rendimiento de los grupos en tareas que implican procesamiento fonológico o procesamiento ortográfico. Los resultados de someter los datos a un análisis de regresión, muestran variaciones en la distribución de los subtipos de lectores retrasados. Se aplica la idea de que la dislexia de tipo fonológico y superficial, se diferenciaría en el grado de severidad del desorden fonológico y en los recur- sos cognitivos disponibles para compensar el déficit. (Snowling, 2000). La transparencia de la lengua, así como la experiencia lectora, favorece el aprendizaje de las reglas de corres- pondencia grafema-fonema, mejorando la exactitud en la lectura de pseudopalabras.
With the purpose of identifying and demonstrating the characteristics of dyslexic subtypes in the Spanish language (phonological and superficial dyslexics), 42 subjects with reading disabilities were assessed in the 4 th , 5 th , and 6 th elementary grades as well as 90 subjects with normal reading ability in the same grades and 78 subjects with normal reading ability on a lower elementary grade but equivalent reading ability. Group performance was analyzed in tasks that involved phonological and orthographic processing. Using a regression analysis methodology we find some variations in the distribution of the subtypes of subjects with reading disabilities. The idea that the types of phonological and superficial dyslexia are different in severity degree in the phonological disorder and the cognitive resources available to compensate for it is applied (Snowling, 2000). The transparency of the language, as well as the reading experience, favors the learning of the grapheme-phoneme rule, improving the reading accuracy of non-words.
