MECHANISMS OF WORD IDENTIFICATION IN DYSLEXIC CHILDREN IN SPANISH DYSLEXIC CHILDREN: DO SUBTYPES EXIST?
MECANISMOS DE IDENTIFICACIÓN DE PALABRAS EN NIÑOS DISLÉXICOS EN ESPAÑOL: ¿EXISTEN SUBTIPOS?
| 2009 | |
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retraso específico en lectura dislexia de desarrollo procesamiento fonológico subtipos de dislexia modelo de autoenseñanza specific reading retardation developmental dislexia phonological processing dislexia subtypes self-teaching model |
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| Español | |
| Universidad Católica del Uruguay | |
| LIBERI | |
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https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/146
https://hdl.handle.net/10895/2858 |
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| Acceso abierto |
| _version_ | 1815178691930488832 |
|---|---|
| author | Carillo, Marisol |
| author2 | Alegría, Jesús |
| author2_role | author |
| author_facet | Carillo, Marisol Alegría, Jesús |
| author_role | author |
| collection | LIBERI |
| dc.creator.none.fl_str_mv | Carillo, Marisol Alegría, Jesús |
| dc.date.accessioned.none.fl_str_mv | 2023-08-31T18:52:25Z |
| dc.date.available.none.fl_str_mv | 2023-08-31T18:52:25Z |
| dc.date.none.fl_str_mv | 2009-11-30 |
| dc.description.en-US.fl_txt_mv | The reading effi ciency level of primary education children at 3rd to 6th grade was assessed using a phrase reading test. Two groups were selected: dyslexics (n=60), which presented more than 2 years of specifi c reading retardation, and a control group (n=65) of age-equivalent normal readers. The aim of the study was to establish the existence of a defi cit in the phonological processing mechanism (evaluated with a pseudo-word reading task) and, consequently, in the lexical-orthographic mechanism (evaluated with an inconsistent word spelling task). Dyslexic subtypes were detected by using the regression method, characterised by the fact that the score in one of the tasks was not correctly predicted by the score in the other. The global results indicate a substantial defi cit in both phonological and orthographic tasks. Classifi cation into subgroups showed that most dyslexics belonged to either “harmonic” or “surface” categories. No children could be clearly characterized as “phonological” dyslexics. The proportion of harmonic dyslexics increased with the school grade and reached 90% in 6th grade. The results are discussed in the framework of the self-teaching model. The absence of phonological dyslexics was explained by considering that these cases appear consistently in opaque orthographic systems, in which phonological coding is not reliable, and which would lead readers to memorize orthographic representations of words. |
| dc.description.es-ES.fl_txt_mv | Utilizando un test de lectura de frases para evaluar el nivel de eficiencia lectora de escolares de 3º a 6º de educación primaria, fueron seleccionados 60 niños con más de dos años de retraso específico en lectura (disléxicos) y 65 normolectores (control edad). El objetivo era establecer la existencia de un déficit del mecanismo de lectura fonológico (evaluado con lectura de pseudopalabras) y consecuentemente, del mecanismo léxico-ortográfico (evaluado con escritura de palabras inconsistentes). Se utilizó el análisis de regresión para poner en evidencia subtipos de disléxicos caracterizados por puntajes desequilibrados entre las dos medidas. Los resultados globales muestran déficits importantes a nivel fonológico y ortográfico. La clasificación en subtipos señala una mayoría de disléxicos “armónicos” y “de superficie” sin aparecer claramente el subtipo “fonológico”. La proporción de armónicos aumenta con el nivel escolar y alcanza el 90% del grupo de disléxicos en 6° año. Los resultados son interpretados en el marco del modelo de autoenseñanza. La ausencia de disléxicos fonológicos es interpretada considerando que estos casos aparecen típicamente en sistemas ortográficos opacos en los cuales el mecanismo de ensamblado fonológico es poco fiable, lo que induce a la memorización de imágenes ortográficas de las palabras. |
| dc.format.none.fl_str_mv | application/pdf |
| dc.identifier.none.fl_str_mv | https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/146 10.22235/cp.v3i2.146 |
| dc.identifier.uri.none.fl_str_mv | https://hdl.handle.net/10895/2858 |
| dc.language.iso.none.fl_str_mv | spa |
| dc.publisher.es-ES.fl_str_mv | Universidad Católica del Uruguay |
| dc.relation.none.fl_str_mv | https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/146/130 |
| dc.rights.es-ES.fl_str_mv | Derechos de autor 2009 Ciencias Psicológicas http://creativecommons.org/licenses/by/4.0 |
| dc.rights.none.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.source.en-US.fl_str_mv | Ciencias Psicológicas; 2009; Volumen 3 (2); 135-152 |
| dc.source.es-ES.fl_str_mv | Ciencias Psicológicas; 2009; Volumen 3 (2); 135-152 |
| dc.source.none.fl_str_mv | 1688-4221 10.22235/cp.v3i2 reponame:LIBERI instname:Universidad Católica del Uruguay instacron:Universidad Católica del Uruguay |
| dc.source.pt-PT.fl_str_mv | Ciencias Psicológicas; 2009; Volumen 3 (2); 135-152 |
| dc.subject.en-US.fl_str_mv | specific reading retardation developmental dislexia phonological processing dislexia subtypes self-teaching model |
| dc.subject.es-ES.fl_str_mv | retraso específico en lectura dislexia de desarrollo procesamiento fonológico subtipos de dislexia modelo de autoenseñanza |
| dc.title.none.fl_str_mv | MECHANISMS OF WORD IDENTIFICATION IN DYSLEXIC CHILDREN IN SPANISH DYSLEXIC CHILDREN: DO SUBTYPES EXIST? MECANISMOS DE IDENTIFICACIÓN DE PALABRAS EN NIÑOS DISLÉXICOS EN ESPAÑOL: ¿EXISTEN SUBTIPOS? |
| dc.type.none.fl_str_mv | info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
| dc.type.version.none.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | The reading effi ciency level of primary education children at 3rd to 6th grade was assessed using a phrase reading test. Two groups were selected: dyslexics (n=60), which presented more than 2 years of specifi c reading retardation, and a control group (n=65) of age-equivalent normal readers. The aim of the study was to establish the existence of a defi cit in the phonological processing mechanism (evaluated with a pseudo-word reading task) and, consequently, in the lexical-orthographic mechanism (evaluated with an inconsistent word spelling task). Dyslexic subtypes were detected by using the regression method, characterised by the fact that the score in one of the tasks was not correctly predicted by the score in the other. The global results indicate a substantial defi cit in both phonological and orthographic tasks. Classifi cation into subgroups showed that most dyslexics belonged to either “harmonic” or “surface” categories. No children could be clearly characterized as “phonological” dyslexics. The proportion of harmonic dyslexics increased with the school grade and reached 90% in 6th grade. The results are discussed in the framework of the self-teaching model. The absence of phonological dyslexics was explained by considering that these cases appear consistently in opaque orthographic systems, in which phonological coding is not reliable, and which would lead readers to memorize orthographic representations of words. |
| eu_rights_str_mv | openAccess |
| format | article |
| id | LIBERI_d7cf6c05e29e21b234dc802bf33ed826 |
| identifier_str_mv | 10.22235/cp.v3i2.146 |
| instacron_str | Universidad Católica del Uruguay |
| institution | Universidad Católica del Uruguay |
| instname_str | Universidad Católica del Uruguay |
| language | spa |
| network_acronym_str | LIBERI |
| network_name_str | LIBERI |
| oai_identifier_str | oai:liberi.ucu.edu.uy:10895/2858 |
| publishDate | 2009 |
| reponame_str | LIBERI |
| repository.mail.fl_str_mv | franco.pertusso@ucu.edu.uy |
| repository.name.fl_str_mv | LIBERI - Universidad Católica del Uruguay |
| repository_id_str | 10342 |
| rights_invalid_str_mv | Derechos de autor 2009 Ciencias Psicológicas http://creativecommons.org/licenses/by/4.0 |
| spelling | Carillo, MarisolAlegría, Jesús2009-11-302023-08-31T18:52:25Z2023-08-31T18:52:25Zhttps://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/14610.22235/cp.v3i2.146https://hdl.handle.net/10895/2858The reading effi ciency level of primary education children at 3rd to 6th grade was assessed using a phrase reading test. Two groups were selected: dyslexics (n=60), which presented more than 2 years of specifi c reading retardation, and a control group (n=65) of age-equivalent normal readers. The aim of the study was to establish the existence of a defi cit in the phonological processing mechanism (evaluated with a pseudo-word reading task) and, consequently, in the lexical-orthographic mechanism (evaluated with an inconsistent word spelling task). Dyslexic subtypes were detected by using the regression method, characterised by the fact that the score in one of the tasks was not correctly predicted by the score in the other. The global results indicate a substantial defi cit in both phonological and orthographic tasks. Classifi cation into subgroups showed that most dyslexics belonged to either “harmonic” or “surface” categories. No children could be clearly characterized as “phonological” dyslexics. The proportion of harmonic dyslexics increased with the school grade and reached 90% in 6th grade. The results are discussed in the framework of the self-teaching model. The absence of phonological dyslexics was explained by considering that these cases appear consistently in opaque orthographic systems, in which phonological coding is not reliable, and which would lead readers to memorize orthographic representations of words.Utilizando un test de lectura de frases para evaluar el nivel de eficiencia lectora de escolares de 3º a 6º de educación primaria, fueron seleccionados 60 niños con más de dos años de retraso específico en lectura (disléxicos) y 65 normolectores (control edad). El objetivo era establecer la existencia de un déficit del mecanismo de lectura fonológico (evaluado con lectura de pseudopalabras) y consecuentemente, del mecanismo léxico-ortográfico (evaluado con escritura de palabras inconsistentes). Se utilizó el análisis de regresión para poner en evidencia subtipos de disléxicos caracterizados por puntajes desequilibrados entre las dos medidas. Los resultados globales muestran déficits importantes a nivel fonológico y ortográfico. La clasificación en subtipos señala una mayoría de disléxicos “armónicos” y “de superficie” sin aparecer claramente el subtipo “fonológico”. La proporción de armónicos aumenta con el nivel escolar y alcanza el 90% del grupo de disléxicos en 6° año. Los resultados son interpretados en el marco del modelo de autoenseñanza. La ausencia de disléxicos fonológicos es interpretada considerando que estos casos aparecen típicamente en sistemas ortográficos opacos en los cuales el mecanismo de ensamblado fonológico es poco fiable, lo que induce a la memorización de imágenes ortográficas de las palabras.application/pdfspaUniversidad Católica del Uruguayhttps://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/146/130Derechos de autor 2009 Ciencias Psicológicashttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessCiencias Psicológicas; 2009; Volumen 3 (2); 135-152Ciencias Psicológicas; 2009; Volumen 3 (2); 135-152Ciencias Psicológicas; 2009; Volumen 3 (2); 135-1521688-422110.22235/cp.v3i2reponame:LIBERIinstname:Universidad Católica del Uruguayinstacron:Universidad Católica del Uruguayretraso específico en lecturadislexia de desarrolloprocesamiento fonológicosubtipos de dislexiamodelo de autoenseñanzaspecific reading retardationdevelopmental dislexiaphonological processingdislexia subtypesself-teaching modelMECHANISMS OF WORD IDENTIFICATION IN DYSLEXIC CHILDREN IN SPANISH DYSLEXIC CHILDREN: DO SUBTYPES EXIST?MECANISMOS DE IDENTIFICACIÓN DE PALABRAS EN NIÑOS DISLÉXICOS EN ESPAÑOL: ¿EXISTEN SUBTIPOS?info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/publishedVersion10895/28582023-08-31 15:52:25.949oai:liberi.ucu.edu.uy:10895/2858Universidadhttps://www.ucu.edu.uy/https://liberi.ucu.edu.uy/oai/requestfranco.pertusso@ucu.edu.uyUruguayopendoar:103422023-08-31T18:52:25LIBERI - Universidad Católica del Uruguayfalse |
| spellingShingle | MECHANISMS OF WORD IDENTIFICATION IN DYSLEXIC CHILDREN IN SPANISH DYSLEXIC CHILDREN: DO SUBTYPES EXIST? Carillo, Marisol retraso específico en lectura dislexia de desarrollo procesamiento fonológico subtipos de dislexia modelo de autoenseñanza specific reading retardation developmental dislexia phonological processing dislexia subtypes self-teaching model |
| status_str | publishedVersion |
| title | MECHANISMS OF WORD IDENTIFICATION IN DYSLEXIC CHILDREN IN SPANISH DYSLEXIC CHILDREN: DO SUBTYPES EXIST? |
| title_full | MECHANISMS OF WORD IDENTIFICATION IN DYSLEXIC CHILDREN IN SPANISH DYSLEXIC CHILDREN: DO SUBTYPES EXIST? |
| title_fullStr | MECHANISMS OF WORD IDENTIFICATION IN DYSLEXIC CHILDREN IN SPANISH DYSLEXIC CHILDREN: DO SUBTYPES EXIST? |
| title_full_unstemmed | MECHANISMS OF WORD IDENTIFICATION IN DYSLEXIC CHILDREN IN SPANISH DYSLEXIC CHILDREN: DO SUBTYPES EXIST? |
| title_short | MECHANISMS OF WORD IDENTIFICATION IN DYSLEXIC CHILDREN IN SPANISH DYSLEXIC CHILDREN: DO SUBTYPES EXIST? |
| title_sort | MECHANISMS OF WORD IDENTIFICATION IN DYSLEXIC CHILDREN IN SPANISH DYSLEXIC CHILDREN: DO SUBTYPES EXIST? |
| topic | retraso específico en lectura dislexia de desarrollo procesamiento fonológico subtipos de dislexia modelo de autoenseñanza specific reading retardation developmental dislexia phonological processing dislexia subtypes self-teaching model |
| url | https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/146 https://hdl.handle.net/10895/2858 |
