Processos cognitius que intervenen en l'aprenentatge del llenguatge escrit i dislèxia

• Ignasi Ivern Pascual ^[1]
  1. [1] Universitat Ramon Llull

     Universitat Ramon Llull

     Barcelona, España

     
• Localización: Aloma: revista de psicologia, ciències de l'educació i de l'esport, ISSN 1138-3194, Vol. 33, Nº 1, 2015, págs. 15-24
• Idioma: catalán
• DOI: 10.51698/aloma.2015.33.1.15-24
• Enlaces
  • Texto completo
• Dialnet Métricas: 1 Cita
• Resumen
  • català

    La lectura és una activitat complexa que involucra la interacció de dos processos essencials: el reconeixement de paraules escrites i la comprensió. El primer procés, tot i ser de nivell elemental, ha de funcionar de manera òptima perquè es pugui assolir el component de més alt nivell, que és la comprensió lectora. En aquest article es revisen els models cognitius més rellevants que expliquen el reconeixement de les paraules escrites i l’accés al lèxic. En primer lloc s’analitza la influència que poden exercir factors com les característiques ortogràfiques d’una llengua i les característiques de cada paraula en particular. En segon lloc es fa una revisió del model de doble ruta i les seves variacions (Coltheart, 1981; Coltheart et al., 2001) i del model connexionista de Triangle (Seidenberg & McClelland, 1989; Seidenberg, 2007). Finalment, s’analitza la caracterització de la dislèxia prenent com a referència les aportacions dels models cognitius.

    Paraules clau: reconeixement de paraules, accés al lèxic, lectura, models cognitius, dislèxia

  • English

    Reading is a complex activity that involves the interaction of two essential processes: the recognition of written words and the understanding thereof. The former of these processes, although it operates on an elementary level, must function optimally in order for a person to be able the higher level component, namely reading comprehension. This article features a review of the most important cognitive models that are relevant to these processes and that explain and that help explain the recognition of written words and lexical access. It begins by analyzing the possible influence exerted by factors such as the orthographical characteristics of a language overall and the characteristics of each word individually. It goes on to review the dual-route model and variations upon it (Coltheart, 1981; Coltheart et al., 2001), as well as the Triangle connectionist model (Seidenberg & McClelland, 1989; Seidenberg, 2007). It concludes with an analysis of the characterization of dyslexia conducted within the frame of reference of these cognitive models.

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