Remedios Guzmán Rosquete

Remedial Interventions for Children with Reading Disabilities: Speech Perception—An Effective Component in Phonological Training?

The effects of two types of phonological training in children with reading disabilities (RD) were examined. One of the programs (SP/LPA) trained children in speech discrimination, letter-sound correspondence, and phonemic awareness. The other program (LPA) trained children only in letter-sound correspondence and phonemic awareness. The effects of these programs were compared with a control group. Thirty-five children with RD were trained in small groups five times a week for 4 weeks. The results indicated that both experimental groups improved in phonemic awareness compared to the control group but that only the SP/LPA group scored higher than the control group in reading.The effects of two types of phonological training in children with reading disabilities (RD) were examined. One of the programs (SP/LPA) trained children in speech discrimination, letter—sound correspondence, and phonemic awareness. The other program (LPA) trained children only in letter—sound correspondence and phonemic awareness. The effects of these programs were compared with a control group. Thirty-five children with RD were trained in small groups five times a week for 4 weeks. The results indicated that both experimental groups improved in phonemic awareness compared to the control group but that only the SP/LPA group scored higher than the control group in reading.

Locus and Nature of Perceptual Phonological Deficit in Spanish Children With Reading Disabilities

The aims of this study were (a) to determine whether Spanish children with reading disabilities (RD) show a speech perception deficit and (b) to explore the locus and nature of this perceptive deficit. A group of 29 children with RD, 41 chronological age—matched controls, and 27 reading ability—matched younger controls were tested on tasks of speech perception. The effect of linguistic unit (word vs. syllable) and type of phonetic contrast (voicing, place and manner of articulation) were analyzed in terms of the number of errors and the response time. The results revealed a speech perception deficit in Spanish children with RD that was independent of the type of phonetic contrast and of linguistic unit.

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.