Juan Eugenio Jiménez González

Effects of Word Linguistic Properties on Phonological Awareness in Spanish Children.

We investigated whether some word linguistic properties studied by R. Treiman and S. Weatherston (1992) in the English language have the same influence on phonological awareness of preschoolers and kindergartners in the Spanish language. We examined the effects of these word linguistic properties on childrens ability to isolate the initial consonant: phoneme articulatory properties, the position of stressed syllables in the words, the presence of initial consonant clusters, and the word length. We found that effects due to word length and the syllable-initial consonant cluster were similar in English and Spanish. In contrast to English-speaking children, the Spanish-speaking children could pronounce the first consonant regardless of the position of the stressed syllable, and continuant consonants were easier to isolate than stop consonants. Implications for the training of phonological awareness in the Spanish language are discussed

A reading-level match study of phonemic processes underlying reading disabilities in a transparent orthography

The current study examined the relationship in Spanish (i.e., a transparent orthography) between different levels of phonological awareness and reading disabilities. In addition, the strategies used by the children when they resolved phoneme segmentation and reversal tasks were analyzed. A sample of 133 subjects were selected and organized in three different groups: (1) A group of 45 reading-disabled children, (2) A comparison group of 44 normal readers matched in age with the reading disabled, and (3) A reading level match group of 44 younger normal readers at the same reading level as the reading disabled. Three phonological awareness tasks were used to measure levels of intrasyllabic and phonemic awareness. The reading disabled group was equivalent to the younger reading level-matched control group in the odd-word-out task. However, there were differences in the phonemic tasks (e.g., phoneme segmentation and reversal) because the reading disabled group performed more poorly than the younger children. Overall, the children matched in age with the reading disabled group were superior in all phonological awareness tasks. There were differences between the groups when the strategies used by the children were analyzed.The current study examined the relationship in Spanish (i.e., a transparent orthography) between different levels of phonological awareness and reading disabilities. In addition, the strategies used by the children when they resolved phoneme segmentation and reversal tasks were analyzed. A sample of 133 subjects were selected and organized in three different groups: (1) A group of 45 reading-disabled children, (2) A comparison group of 44 normal readers matched in age with the reading disabled, and (3) A reading level match group of 44 younger normal readers at the same reading level as the reading disabled. Three phonological awareness tasks were used to measure levels of intrasyllabic and phonemic awareness. The reading disabled group was equivalent to the younger reading level-matched control group in the odd-word-out task. However, there were differences in the phonemic tasks (e.g., phoneme segmentation and reversal) because the reading disabled group performed more poorly than the younger children. Overall, the children matched in age with the reading disabled group were superior in all phonological awareness tasks. There were differences between the groups when the strategies used by the children were analyzed.

Metalinguistic awareness and reading acquisition in the Spanish language.

This research was designed to establish the importance of phonological awareness and print awareness in learning to read Spanish. A sample of 136 preliterate Spanish children (70 boys and 66 girls) whose ages ranged from 5.1 to 6.6 years (average age 5.6 years) participated in the study. The results, using path analysis, from this longitudinal study support the existence of a relationship between phonological awareness and reading. Moreover, the findings of this study reveal the importance of syllabic awareness, at least in Spanish, in the development of other levels of phonological awareness and in its early relation with reading. The results also confirm the existence of a relationship between print awareness and reading comprehension.

Strategy Choice in Solving Arithmetic Word Problems: Are there Differences between Students with Learning Disabilities, G-V Poor Performance and Typical Achievement Students?

This study was designed to test whether there are differences between children with arithmetic learning disabilities, garden-variety (G-V) poor performance and typically achieving children in strategy choice when solving arithmetic word problems. Using the standard-score discrepancy method (differences between IQ and achievement standard scores), samples were selected of dyscalculic, G-V poor mathematics performance, and typically achieving students. The groups were compared to analyze whether there were differences in their strategy choice when solving arithmetic word problems. No significant differences were found between dyscalculic and G-V children, both groups relying more on backup strategies than the nonimpaired group. Thus, the IQ-achievement discrepancy does not seem to be a relevant criterion for differentiating between individuals with dyscalculia and those with garden-variety poor mathematics performance.

Is IQ-Achievement Discrepancy Relevant in the Definition of Arithmetic Learning Disabilities?

This study was designed to test whether the criterion based on the IQ-achievement discrepancy is useful in the definition of arithmetic learning disabilities (ALD). A sample of children with ALD, garden-variety (G-V) poor mathematics performance (i.e., the poor arithmetic performance of children of below-average intelligence is believed to be nondiscrepant, or in accordance with their lower cognitive capabilities) and normally achieving children were selected using the standard-score discrepancy method (i.e., the differences between IQ and achievement standard scores). All the groups were compared to determine whether there were differences in solving addition and subtraction word problems and in other cognitive abilities related to mathematics such as working memory. There were no significant differences between children with ALD and children with G-V poor mathematics performance in solving arithmetic word problems or on working memory tasks. The performance of both groups with arithmetic disabilities was significantly below that of normally achieving children. This means that the criterion based on the IQ-achievement discrepancy does not seem to be relevant for differentiating between children with ALD and children with G-V poor mathematics performance.

An Analysis of the Word Naming Errors of Normal Readers and Reading Disabled Children in Spanish

In the current research the performance of children with and without reading disabilities was compared on a single word naming task. An analysis was carried out of the frequency and form of naming errors produced by the groups when naming real words and nonwords in a transparent orthography such as Spanish. A sample of 132 (45 normal readers, 87 reading disabled) Spanish children aged 9–10 years were selected, and an experiment was carried out to investigate if students with reading disabilities would have particular difficulties in naming words under conditions that require extensive phonological computation. While the children were performing the naming task, we recorded what they read to subsequently analyse the form, as well as the frequency, of naming errors as a function of lexicality, word frequency, word length and positional frequency of syllables. Disabled readers made more errors in nonwords, low frequency words and long nonwords. The findings support the hypothesis that poor phonological skills are a characteristic of reading disabled children.

Efectos de la frecuencia silábica posicional en el aprendizaje de la lectura

espanolEn esta investigacion se analiza el efecto de la frecuencia silabica posicional en el reconocimiento visual de palabras en el contexto del aprendizaje de la lectura. En los experimentos 1 y 2 se analiza el efecto de esta variable sublexica sobre los tiempos de reaccion y de latencia en tareas de decision lexica y nombrar participando una muestra de 210 ninos que aprendian a leer por diferentes metodos de lectura (global vs. sintetico). El experimento 3 consistio en analizar el efecto de la frecuencia silabica posicional sobre los errores cometidos en una tarea de lectura oral de pseudopalabras, participando una muestra de 252 sujetos que aprendian a leer por diferentes metodos de lectura (global vs. sintetico). Se encontro un efecto consistente de la frecuencia silabica posicional tanto sobre los tiempos de reaccion como de latencia, asi como sobre los errores en la lectura oral de pseudopalabras. Asimismo, los resultados demuestran una superioridad en el analisis sublexico cuando la instruccion ha estado orientada hacia la codificacion alfabetica. EnglishThe main purpose of this study has been to analyze the effects of syllable frequency on visual word recognition in the context of learning to read. Experiment 1 and 2 were carried out to analyze the effects of syllable frequency on reaction times and latency responses using a lexical decision and naming tasks and a sample of 210 children participated who were learning to read by different reading methods (code-oriented vs. whole-language). Experiment 3 was conducted and consisted in analyzing the effect of syllable frequency on misreadings in pseudoword oral reading. A sample of 252 children was selected who were learning to read by different reading methods (code-oriented vs. whole language). Reliable effects of syllable frequency were found both in reaction times and latency responses, and also on misreadings in pseudowords. Morevoer, we found a superiority in the sublexical analysis in children who were learning by code-oriented approaches.

IQ vs. Phonological Recoding Skill in Explaining Differences Between Poor Readers and Normal Readers in Word Recognition: Evidence from a Naming Task.

The aim of this study was to investigate whether differences inreading performance between poor readers and normal readers could bebetter explained by phonological recoding deficiences than IQ. A sampleof 132 Spanish children was classified into four groups according to IQ(<80; 81--90; 91--109; 110--140) and into two groups based on readingskills (poor readers vs normal readers). A word naming task was alsoadministered. We manipulated the word parameters (length, positionalsyllable frequency, and word frequency) and nonword parameters (lengthand positional syllable frequency) to find out whether students withreading disabilities would have more difficulties than normal readers innaming words under conditions that require extensive phonologicalcomputation. The results demonstrated that there were differencesbetween Spanish children who were normal readers and those who were poorreaders, independent of their IQs.

Reading Disabilities in a Language with Transparent Orthography

The aim of the present chapter is to provide some empirical evidence about underlying mechanisms that are involved in the explanation of reading disabilities in a language with transparent orthography (i.e., Spanish). Previously, we analyze some phonological and orthographical specificities of English and Spanish in order to describe their implications on psycholinguistic processing. Specifically, our analysis is centered on word recognition processes, therefore we describe some psycholinguistic parameters which have been used in Spanish studies in order to determine to what extent some reading models (e.g., dual models) are functional in a transparent orthography. If reading mechanisms are the same for different alphabetical writing systems, then the pattern of results found in English should be expected in Spanish as well. Likewise, taking into account that dual-route theory has been used to explain the mechanisms underlying developmental dyslexics’ word reading, we review some research carried out in Spanish which has been designed to test whether the phenotypic pattern in a transparent orthography matches that found in English. But before we discuss these results we also review some problems related to the definition of reading disorders. The definition for developmental reading disorder relies on a discrepancy between expected and actual achievement. One of the most important tests for the credibility of and justification for the discrepancy definition of dyslexia is its ability to identify a unique group of individuals with reading problems that is different from ordinary poor readers who have no discrepancy. We review some bibliography literature on this topic in English, and we provide additional empirical evidence from Spanish studies which demonstrate that the IQ discrepancy based definition for dyslexia should be abandoned in favor of a definition which incorporates the phonological deficit hypothesis. On the other hand, we also review some studies about the relative influence that different forms of orthographic units (e.g., syllables, onset-rime, etc.) on the explanation of reading disabilities as a function of orthographic systems. And finally, we provide empirical data relevant to the issue whether specific reading disabilities fit a developmental lag or deficit model in a transparent orthography.

Resolución de problemas verbales aritméticos en niños con dificultades de aprendizaje

espanolEl objetivo de la presente investigacion ha sido comprobar si, el criterio basado en la discrepancia CI-rendimiento, es relevante para explicar la resolucion de problemas verbales aritmeticos (RPVA). Para ello, se selecciono una muestra de sujetos discalculicos (i.e., que mostraban discrepancia CI-rendimiento), sujetos con retraso en aritmetica (i.e., que no mostraban discrepancia CI-rendimiento) y sujetos con rendimiento normal, utilizando el metodo de discrepancia que se basa en la comparacion de puntuaciones estandar, esto es, teniendo en cuenta la diferencia entre las puntuaciones de CI y la puntuacion en un test de rendimiento en aritmetica. Estos grupos se compararon entre si con el fin de analizar si existian diferencias en la RPVA. No se encontraron diferencias significativas entre sujetos discalculicos y sujetos con retraso en aritmetica. A ambos grupos les afectaba por igual la estructura semantica y lugar que ocupa la incognita. Se concluye que el criterio basado en la discrepancia CI-rendimiento no seria relevante cuando se pretende diferenciar ambos grupos de sujetos con dificultades en aritmetica EnglishThis study was designed to test whether the criterion based on the IQ-achievement discrepancy is useful to explain the arithmetic word problem solving. A sample of dyscalculic, garden-variety (G-V) poor mathematics performance and normally achieving children were selected using the discrepancy method based on the standard scores comparison (i.e., the differences between IQ and achievement standard scores). All the groups were compared between themselves to analize whether there were differences in solving arithmetic word problems. There were no significant differences between dyscalculic and G-V poor mathematics performance in solving arithmetic word problems. That means that the criterion based on the IQ-achievement discrepancy does not seem to be a relevant criterion to differentiate between individuals with dyscalculia and children with G-V poor mathematics performance.