Remedios Guzmán

Estudio normativo sobre parámetros psicolingüísticos en niños de 6 a 8 años: la familiaridad subjetiva

espanolEn este trabajo presentamos un estudio normativo sobre familiaridad subjetiva en ninos que comienzan la ensenanza obligatoria. Ademas, se analizan tambien otros parametros psicolinguisticos sobre la muestra de palabras seleccionada que encierran una especial relevancia para la investigacion en el ambito de la psicolinguistica. Estos parametros son la longitud, frecuencia silabica posicional, acepciones, y frecuencia impresa. El estudio consistio en llevar a cabo un muestreo de 2.968 palabras extraidas de diversos textos infantiles y se calculo para cada una de las palabras seleccionadas los parametros ya mencionados. Con el fin de obtener indices de familiaridad subjetiva del listado de palabras se selecciono una muestra de 80 sujetos de segundo curso de Educacion Primaria. Se presentan resultados de las correlaciones halladas entre todos los parametros y, especialmente, se analiza la relacion existente entre frecuencia lexica y familiaridad subjetiva. Se presenta la lista de palabras ordenada alfabeticamente con los valores calculados en cada uno de los parametros analizados, y con ello se proporciona un instrumento de utilidad para trabajos de investigacion en el ambito de la psicolinguistica que se realiza preferentemente con ninos. EnglishWe offer in this study a dictionary of frequencies based on calculated indexes of subjective familiarity. Furthermore, other psycholinguistic parameters were analyzed on the sample of selected words which may be specially relevant for the psycholinguistic research. These parameters were the word length, positional syllabic frequency, meanings and lexical frequency. The study consisted in analyzing a sample of 2968 words extracted from different childrens texts and we calculated the mentioned parameters for each of the selected words. In order to obtain subjective familiarity indexes from the list of the chosen words, we selected a sample of 80 children from elementary grades. We show results of the correlations found between all parameters and, specially, we analyzed the relationship between lexical frequency and subjective familiarity. The list of words is presented in an alphabetical order, with their punctuation in each of the analyzed parameters. With this, we try to offer an useful instrument for psycholinguistic research which is developed on the childrens population

The Double-Deficit Hypothesis in Spanish Developmental Dyslexia.

This study was designed to explore the double-deficit hypothesis (DDH) of developmental dyslexia in a sample of 133 Spanish children between the ages of 7 and 12 years. Four groups were formed on the basis of their performance in phonemic awareness and rapid automatized naming (RAN): (1) one group with low performance in naming speed (NS), but average in phonological awareness (PA; naming deficit subtype); (2) a second group with low performance in PA, but normal in NS (phonological deficit subtype); (3) a third group with low performance in both variables (double-deficit subtype); and (4) a fourth group with no deficit in PA and NS (control group). The four groups were compared on measures of lexical access (naming word and pseudowords), fluency, orthographic abilities, and reading comprehension. The double-deficit subtype showed the most difficulties with reading, and the presence of deficit in RAN in naming deficit subtype affected measures of fluency but not orthographic abilities. However, fewer differences were noted between single-deficit subgroups. These results are partially consistent with the predictions of the DDH.

Is the deficit in phonological awareness better explained in terms of task differences or effects of syllable structure

The primary purpose of the study reported here was to explore the effects of the complexity of syllable structure and the effects of task differences in the explanation of deficit in phonological awareness (PA). A sample of 97 subjects was selected and organized into three different groups: 29 reading-disabled (RD) children, 41 normal readers matched in age with the former, and 27 younger normal readers at the same reading level as those with reading disabilities. We administered PA tasks which included items with different complexity of syllable structure. The results showed that the complexity of syllable structure had no particularly marked effect on the dyslexic children. Rather, the isolation task revealed the phonological deficit across all syllable structures.

Procedimientos de evaluación e intervención en el aprendizaje de la lectura y sus dificultades desde una perspectiva cognitive

En este trabajo se presenta un dossier bibliografico que hace referencia a procedimientos de evaluacion y de intervencion sobre el aprendizaje de la lectura y sus dificultades desde la perspectiva cognitiva. Asimismo, se revisan algunas de las aportaciones mas relevantes de la psicologia cognitiva al estudio de la lectura, tanto en su adquisicion como en las dificultades que pueda presentar el logro de esta habilidad. Los contenidos se organizan en torno a diversos temas tales como los mecanismos cognitivos que hacen posible la lectura, la transicion de prelector a lector competente, los metodos de ensenanza y su incidencia en el desarrollo de la lectura, las creencias de los profesores sobre como ensenar a leer y las dificultades lectoras. El dossier bibliografico esta organizado en torno a los topicos mencionados

The Influence of Code-Oriented Versus Meaning-Oriented Approaches to Reading Instruction on Word Recognition in the Spanish Language

This study was designed to examine the possible effect of instructional method and grade on the development of the competences used in reading isolated words in a transparent orthography (i.e., Spanish). A cross-sectional design was used with a sample of 202 children who were learning to read by different instructional methods (code-oriented vs. meaning-oriented approaches). The effect of instructional method was analysed on reaction times, latency responses, and misreading on lexical decision and naming tasks. Words varied in frequency, length, and positional frequency of syllables (PFS) and the nonwords varied only in length and PFS. Our prediction was that the differences in reaction times and error performance as a function of the variables that allow us to test the routes-- such as lexicality, word frequency, PFS, and word length--would be greater in the individuals who learn by a meaning-oriented approach, which means that this group would be more affected by unfamiliar and longer words, low PFS, an...

Desarrollo de las habilidades fonológicas y ortográficas en niños normolectores y con dislexia durante la educación primaria

Resumen El objetivo de este trabajo fue investigar el papel que juega las habilidades fonológicas y ortográficas en el desarrollo de la lectura de niños españoles normolectores y con dislexia. La muestra total de estudio estaba formada por 397 alumnos de 2° a 6° nivel de primaria, de los cuales 308 alumnos fueron clasificados como normolectores y 89 alumnos con dislexia. Se evaluaron las habilidades fonológicas y ortográficas aplicando las tareas de la Batería Multimedia SICOLE-R. Los resultados indicaron que hubo diferencias entre ambos grupos, de forma que aunque tanto el grupo de normolectores como de disléxicos mostraron una progresión en la adquisición de las habilidades fonológicas y ortográficas, en el caso de los disléxicos esta progresión ocurre con una mayor lentitud. Finalmente, nuestros resultados apuntan a que la relación entre las habilidades fonológicas y ortográficas difiere en función del grupo, así en el grupo de normolectores existe un umbral de habilidad fonológica a partir del cual se produce una mayor progresión de la habilidad ortográfica, mientras que en el grupo de disléxicos no se encontró dicho patrón.

Instructional Practices for Spelling by Spanish-Speaking Children With and Without Learning Disabilities in Early Grades

The main objectives of this study were to examine the type of adaptations made by Grades 1 through 3 primary school teachers working with children who are poor spellers of a transparent language such as Spanish and to analyze whether these adaptations were determined by the grade taught by these teachers. Using the total population of primary school classroom teachers in the Autonomous Community of the Canary Islands as a base, the authors took a random sample that was stratified by level, resulting in a representative sample of 300 teachers. For data collection, the authors employed an online questionnaire containing a list of specific teaching activities or procedures the teachers used to work on spelling. Results revealed that regardless of the grade taught, the teachers made a variety of adaptations in these teaching activities or procedures when working with weaker spellers, as compared to when working with stronger spellers. Furthermore, the results provide information on Spanish language spelling practices for these specific grades.