Procesos implicados en el reconocimiento de las palabras escritas
Resumen El reconocimiento de las palabras escritas es un requisito sine qua non de la lectura. Para su adquisición y desarrollo son necesarios una serie de factores y procesos que trabajen sinérgicamente. En este trabajo se examinan los modelos evolutivos, que tratan de explicar cómo se consigue su dominio, y los de lectura experta, que tratan de explicar cómo se ejecuta esta habilidad por parte de un lector competente. Igualmente, se abordará cómo se desarrolla el cerebro lector y los procesos, conocimientos y habilidades cognitivas asociados con el aprendizaje lector, lo que permitirá una mejor comprensión del desarrollo típico y de las dificultades en este aprendizaje.
- Referencias
- Cómo citar
- Del mismo autor
- Métricas
AUCLAIR, L. y SIÉROFF, E. (2002) Attentional cueing effect in the identification of words and pseudowords of different length. The Quarterly Journal of Experimental Psychology: Section A, 55 (2), 445-463.
BABAYI?IT, S. y STAINTHORP, R. (2011) Modeling the relationships between cognitive–linguistic skills and literacy skills: New insights from a transparent orthography. Journal of Educational Psychology, 103 (1), 169.
BADDELEY, A. D. (1986) Working memory. Oxford Univ. Press.
BARRY, J. G.; HARBODT, S.; CANTIANI, C.; SABISCH, B. y ZOBAY, O. (2012) Sensitivity to^lexical stress in dyslexia: A case of cognitive not perceptual stress. Dyslexia, 18 (3), 139165. DOI: 10.1002/dys.1440.
BERKO, J. (1958) The child’s learning of English morphology. Word, 14, 150-177. BERNINGER, V.; ABBOTT, W.; NAGY, W. y CARLISLE, J. (2010) Growth in Phonological, Orthographic, and Morphological Awareness in Grades 1 to 6. Journal of Psycholinguistic Research, 39, 141-163.
BERTELSON, P. (1986) The onset of literacy: Liminal remarks. Cognition, 24, 1-30.
BOSSE, M. L.; TAINTURIER, M. J. y VALDOIS, S. (2007) Developmental dyslexia: The visual attention span deficit hypothesis. Cognition, 104 (2), 198-230.
BOSSE, M. L. y VALDOIS, S. (2009) Influence of the visual attention span on child reading performance: a cross sectional study. Journal of Research in Reading, 32 (2), 230-253.
BOWERS, P. N.; KIRBY, J. R. y DEACON, S. H. (2010) The effects of morphological instruction on literacy skills: A systematic review of the literature. Rev. Educ. Res., 80, 144-179. DOI: 10.3102/0034654309359353.
BOWEY, J. A.; MCGUIGAN, M. y RUSCHENA, A. (2005) On the association between serial naming speed for letters and digits and word reading skill: towards a developmental account. Journal of Research in Reading, 28 (4), 400-422.
CARAVOLAS, M.; LERVÅG, A.; DEFIOR, S.; SEIDLOVÁ-MÁLKOVÁ, G. y HULME, C. (2013) Different patterns, but equivalent predictors, of growth in reading in consistent and inconsistent orthographies. Psychological Science, 24 (8) 1398-1407. OnlineFirst, published on June 6, 2013. DOI: 10.1177/0956797612473122.
CARAVOLAS, M.; LERVÅG, A.; MOUSIKOU, P.; EFRIM, C.; LITAVSKÝ, M.; ONOCHIE-QUINTANILLA, E.; SALAS, N.; SCHÖFFELOVÁ, M.; DEFIOR, S.; MIKULAJOVÁ, M.; SEIDLOVÁ-MÁLKOVÁ, G. y HULME, C. (2012) Common patterns of prediction of literacy development in different alphabetic orthographies. Psychological Science. Published online May 3, 2012. DOI: 10.1177/0956797611434536.
CARLISLE, J. F. (1995) Morphological awareness and early reading achievement. En L. B. FELDMAN (ed.) Morphological aspects of language processing (pp. 189-209). Hillsdale, NJ: Earlbaum.
CARLISLE, J. F. (2000) Awareness of the structure and meaning of morphologically complex words: Impact on reading. Reading and Writing: An Interdisciplinary Journal, 12, 169-190.
CHALL, J. S. (1983) Learning to read: The great debate. Updated Edition. New York: MacGraw-Hill.
CHURCH, J. A.; COALSON, R. S.; LUGAR, H. M.; PETERSEN, S. E. y SCHLAGGAR, B. L. (2008) A developmental fMRI study of reading and repetition reveals changes in phonological and visual mechanisms over age. Cerebral Cortex, 18 (9), 2054-2065.
CLIN, E.; WADE-WOOLLEY, L. y HEGGIE, L. (2009) Prosodic sensitivity and morphological awareness in children’s reading. Journal of Experimental Child Psychology, 104 (2), 197-213.
COHEN, L. y DEHAENE, S. (2004) Specialization within the ventral stream: the case for the visual word form area. Neuroimage, 22, 466-476.
COHEN, L.; LEHÉRICY, S.; CHOCHON, F.; LEMER, C.; RIVAUD, S. y DEHAENE, S. (2002) Language specific tuning of visual cortex? Functional properties of the Visual Word Form Area. Brain, 125 (5), 1054-1069.
COLTHEART, M. (2005) Modeling reading: The dual-route approach. En M. J. SNOWLING y C. HULME (eds.) The science of reading: A handbook (pp. 6-23). Oxford, England: Blackwell.
COLTHEART, M.; CURTIS, B.; ATKINS, P. y HALLER, M. (1993) Models of reading aloud: Dual-route and parallel-distributed-processing approaches. Psychological Review, 100, 589-608.
COLTHEART, M.; RASTLE, K.; PERRY, C.; LANGDON, R. y ZIEGLER, J. (2001) DCR: A dualroute cascaded model of visual word recognition and reading aloud. Psychological Review, 108, 204-256.
COWIE, R.; DOUGLAS-COWIE, E. y WICHMANN, A. (2002) Prosodic characteristics of skilled reading: Fluency and expressiveness in 8-10-year-old readers. Language and Speech, 45 (1), 47-82. DOI: 10.1177/00238309020450010301.
DAVID, D.; WADE WOOLLEY, L.; KIRBY, J. R. y SMITHRIM, K. (2007) Rhythm and reading development in school age children: a longitudinal study. Journal of Research in Reading, 30 (2), 169-183.
DE JONG, P. F. y VAN DER LEIJ, A. (2002) Effects of phonological abilities and linguistic comprehension on the development of reading. Scientific Studies of Reading, 6 (1), 51-77.
DEFIOR, S. (1996) Una clasificación de las tareas utilizadas en la evaluación de las habilidades fonológicas y algunas ideas para su mejora. Infancia y Aprendizaje, 73, 49-63.
DEFIOR, S. (2004) Phonological Awareness and learning to read: A crosslinguistic perspective. En P. BRYANT y T. NUNES (eds.) Handbook on children’s literacy (pp. 631-649). London: Academic Press.
DEFIOR, S. (2008) ¿Cómo estimular el aprendizaje inicial de la lectoescritura? Papel de las habilidades fonológicas. Infancia y Aprendizaje, 31 (3), 333-345.
DEFIOR, S. y ALEGRÍA, J. (2005) Conexión entre morfosintaxis y escritura: cuando la fonología es (casi) suficiente para escribir. Revista de Logopedia, Foniatría y Audiología, 25 (2), 51-61.
DEFIOR, S.; ALEGRÍA, J.; TITOS, R. y MARTOS, F. (2008) Using morphology when spelling in a shallow orthographic system: The case of Spanish. Cognitive Development, 23, 204215. DOI: 10.1016/j.cogdev.2007.01.003.
DEFIOR, S. y SERRANO, F. (2007) Aprendizaje de la escritura de palabras y la composición escrita. En E. SERRANO DE HARO, F. JUSTICIA y M. C. PICHARDO (eds.) Enciclopedia de Psicología de la Educación, vol. 2 (pp. 95-126). Archidona: Aljibe.
DEFIOR, S. y SERRANO, F. (2011) Procesos fonológicos explícitos e implícitos, lectura y dislexia. Revista Neuropsicología, Neuropsiquiatría y Neurociencias, 11 (1), 1-17.
DEFIOR, S. y SERRANO, F. (2014a) Aspectos diacrónicos y sincrónicos del español: relación con la adquisición del lenguaje escrito. Estudios de Psicología (en prensa).
DEFIOR, S. y SERRANO, F. (2014b) Spanish oral and written language. En L. VERHOEVEN y Ch. PERFETTI (eds.) Reading Acquisition across Languages and Writing Systems: An International Handbook. Cambridge University Press (en prensa).
DEFIOR, S.; SERRANO, F. y MARÍN-CANO, M. J. (2008) El poder predictivo de las habilidades de conciencia fonológica en la lectura y escritura en castellano. En E. DÍEZ-ITZA (ed.) Estudios de desarrollo del lenguaje y educación. Studies on Language Development and Education (pp. 339-347). Oviedo: ICE Monografías Aulas Abierta.
DEFIOR, S. y TUDELA, P. (1994) Effect of phonological training on reading and writing acquisition. Reading and Writing. An Interdisciplinary Journal, 6, 299-320.
DEHAENE, S. (2007) Les Neurones de la lecture: La nouvelle science de la lecture et de son apprentissage. Paris: Odile Jacob.
DENCKLA, M. B. y RUDEL, R. G. (1976a) Rapid «automatized» naming (RAN): Dyslexia differentiated from other learning disabilities. Neuropsychologia, 14 (4), 471-479.
DENCKLA, M. B. y RUDEL, R. G. (1976b) Naming of object-drawings by dyslexic and other learning disabled children. Brain and language, 3 (1), 1-15.
EHRI, L. C. (2005) Development of sight word reading: Phases and findings. En M. J. SNOWLING y C. HULME (eds.) The science of reading: A handbook (pp. 54-135). Malden, MA: Blackwell.
FACOETTI, A.; PAGANONI, P. y LORUSSO, M. L. (2000) The spatial distribution of visual attention in developmental dyslexia. Experimental Brain Research, 132 (4), 531-538.
FACOETTI, A.; TRUSSARDI, A. N.; RUFFINO, M.; LORUSSO, M. L.; CATTANEO, C.; GALLI, R. y ZORZI, M. (2010) Multisensory spatial attention deficits are predictive of phonological decoding skills in developmental dyslexia. Journal of cognitive neuroscience, 22 (5), 1011-1025.
FRITH, U. (1983) Cognitive Processes in Spelling. London: Academic Press.
FRITH, U. (1986) A developmental framework for developmental dyslexia. Annals of dyslexia, 36 (1), 67-81.
GAILLARD, R.; NACCACHE, L.; PINEL, P.; CLÉMENCEAU, S.; VOLLE, E.; HASBOUN, D.; .y COHEN, L. (2006) Direct intracranial, FMRI, and lesion evidence for the causal role of left inferotemporal cortex in reading. Neuron, 50 (2), 191-204.
GÁRATE, M.; GUTIÉRREZ, F.; DE JUAN, M. R. E.; LUQUE, J. L. y GARCÍA MADRUGA, J. A. (2002) Memoria operativa y comprensión lectora: algunas cuestiones básicas. Acción psicológica, 1 (1), 45-68.
GATHERCOLE, S. E.; ALLOWAY, T. P.; KIRKWOOD, H. J.; ELLIOTT, J. G.; HOLMES, J. y HILTON, K. A. (2008) Attentional and executive function behaviours in children with poor working memory. Learning and Individual Differences, 18 (2), 214-223.
GOSWAMI, U. (2011) A temporal sampling framework for developmental dyslexia. Trends in cognitive sciences, 15 (1), 3-10.
GOUGH, P. B.; HOOVER, W. A. y PETERSON, C. L. (1996) Some observations on a simple view of reading. En C. CORNOLDI y J. OAKHILL (eds.) Reading comprehension difficulties: Processes and intervention (pp. 1-13) Mahwah, NJ: Lawrence Erlbaum.
GUTIÉRREZ-PALMA, N.; DEFIOR, S. y CALET, N. (2014) Prosodic sensitivity and the acquisition of the prosodic aspects of reading in Spanish. En J. THOMPSON (coord.) Linguistic Rhythm and Literacy. Ed. John Benjamin Publishers (en prensa).
HARM, M. W. y SEIDENBERG, M. S. (1999) Phonology, reading acquisition, and dyslexia: Insights from connectionist models. Psychological Review, 106, 491-528.
HARM, M. W. y SEIDENBERG, M. S. (2004) Computing the meaning of words in reading: Co-operative division of labor between visual and phonological processes. Psychological Review, 111, 662-720.
HAWELKA, S. y WIMMER, H. (2008) Visual target detection is not impaired in dyslexic readers. Vision Research, 48 (6), 850-852.
HIERARCHICAL CODING OF LETTER STRINGS IN THE VENTRAL STREAM: Dissecting the inner.
HOLLIMAN, A. J.; WOOD, C. y SHEEHY, K. (2008) Sensitivity to speech rhythm explains individual differences in reading ability independently of phonological awareness. British Journal of Developmental Psychology, 26 (3), 357-367. DOI: 10.1348/026151007X241623. HOLLIMAN, A. J.; WOOD, C. y SHEEHY, K. (2012) A cross sectional study of prosodic sensitivity and reading difficulties. Journal of Research in Reading, 35 (1), 32-48.
HOOVER, W. A. y GOUGH, P. B. (1990) The Simple View of Reading. Reading and Writing: An Interdisciplinary Journal, 2, 127-160.
HRUBY, G. G. y GOSWAMI, U. (2011) Neuroscience on reading: A review for reading.
HUEY, E. (1908) The Psychology and Pedagogy of Reading. NY: The Macmillan Company. JIMÉNEZ, J. E.; RODRÍGUEZ, C. y RAMÍREZ, G. (2009) Spanish developmental dyslexia: Prevalence, cognitive profile, and home literacy experiences. Journal of Experimental Child Psychology, 103 (2), 167-185.
JIMÉNEZ-FERNÁNDEZ, G.; GUTIÉRREZ-PALMA, N. y DEFIOR, S. (2014) Impaired lexical stress awareness in Spanish children with dislexia. Research on Developmental Disabilities (en prensa).
JORM, A. y SHARE, D. L. (1983) Phonological recoding and reading acquisition. Applied Psycholinguistics, 4, 103-147.
JORM, A.; SHARE, D.; MACLEAN, R. y MATTHEWS, R. (1986) Cognitive factors at school entry predictive of specific reading retardation and general reading backwardness: A research note. Journal of Child Psychology, 27, 45-54.
JUPHARD, A.; CARBONNEL, S. y VALDOIS, S. (2004) Length effect in reading and lexical decision: Evidence from skilled readers and a developmental dyslexic participant. Brain and cognition, 55 (2), 332-340.
JUST, M. A. y CARPENTER, P. A. (1987) The psychology of reading and language comprehension. Allyn y Bacon.
KIEFFER, M. J.; BIANCAROSA, G. y MANCILLA-MARTÍNEZ, J. (2013) Roles of morphological awareness in the reading comprehension of Spanish-speaking language minority learners: Exploring partial mediation by vocabulary and reading fluency. Applied Psycholinguistics, 34 (04), 697-725.
KINSEY, K.; ROSE, M.; HANSEN, P.; RICHARDSON, A. y STEIN, J. (2004) Magnocellular mediated visual-spatial attention and reading ability. Neuroreport, 15 (14), 2215-2218.
KIRBY, J.; DEACON, S.; BOWERS, P.; IZENBERG, L.; WADE-WOOLLEY, L. y PARILLA, R. (2012) Children’s morphological awareness and reading ability. Reading and Writing: An Interdisciplinary Journal, 25 (2), 389-410. DOI: 10.1007/s11145-010-9276-5.
LABERGE y SAMUELS (1975) Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 293-323.
LANDERL, K.; RAMUS, F.; MOLL, K.; LYYTINEN, H.; LEPPÄNEN, P. H.; LOHVANSUU, K.; y SCHULTE KÖRNE, G. (2013) Predictors of developmental dyslexia in European orthographies with varying complexity. Journal of Child Psychology and Psychiatry, 54 (6), 686-694.
LANDERL, K. y WIMMER, H. (2008) Development of word reading fluency and spelling in a consistent orthography: An 8-year follow-up. Journal of Educational Psychology, 100 (1), 150.
LANDERL, K.; WIMMER, H. y FRITH, U. (1997) The impact of orthographic consistency on dyslexia: A German-English comparison. Cognition, 63 (3), 315-334.
LEONG, V.; HÄMÄLÄINEN, J.; SOLTÉSZ, F. y GOSWAMI, U. (2011) Rise time perception and detection of syllable stress in adults with developmental dyslexia. Journal of Memory and Language, 64 (1), 59-73.
LEPPANEN, U.; NIEME, P.; AUNOLA, K. y NURMI, J. E. (2006) Development of reading and spelling Finnish from preschool to grade 1 and grade 2. Scientific Studies of Reading, 10 (1), 3-30.
LERVÅG, A.; BRÅTEN, I. y HULME, C. (2009) The cognitive and linguistic foundations of early reading development: a Norwegian latent variable longitudinal study. Developmental Psychology, 45 (3), 764.
LÓPEZ-ESCRIBANO, C. (2007) Contribuciones de la neurociencia al diagnóstico y tratamiento educativo de la dislexia del desarrollo. Rev Neurol, 44 (3), 173-180.
MAISOG, J. M.; EINBINDER, E. R.; FLOWERS, D. L.; TURKELTAUB, P. E. y EDEN, G. F. (2008) A Meta analysis of Functional Neuroimaging Studies of Dyslexia. Annals of the New York Academy of Sciences, 1145 (1), 237-259.
MANIS, F. R.; SEIDENBERG, M. S. y DOI, L. M. (1999) See Dick RAN: Rapid naming and the longitudinal prediction of reading subskills in first and second graders. Scientific Studies of reading, 3 (2), 129-157.
MARSH, G.; FRIEDMAN, M.; WELCH, V. y DESBERG, P. (1981) A cognitive developmental theory of reading acquisition. En G. E. MACKINNON y T. G. WALLER (eds.) Reading research: Advances in theory and practice, vol. 3. New York: Academic Press.
MARSHALL, C. R.; HARCOURT BROWN, S.; RAMUS, F. y VAN DER LELY, H. K. J. (2009) The link between prosody and language skills in children with specific language impairment (SLI) and/or dyslexia. International Journal of Language y Communication Disorders, 44 (4), 466-488. DOI: 10.1080/13682820802591643.
MATTINGLY, I. G. (1972) Reading, the linguistic process, and linguistic awareness. En J. F. KAVANAGH y I. G. MATTINGLY (eds.) Language by ear and eye: The relationships between speech and reading. Cambridge, MA: MIT Press.
MATTINGLY, I. G. (1984) Reading, linguistic awareness, and language acquisition. En J. A. DOWNING y R. VALTIN (eds.) Language awareness and learning to read (vol. 17) (pp. 9-25). New York: Springer Verlag.
MELBY-LERVÅG, M.; LYSTER, S. A. H. y HULME, C. (2012) Phonological skills and their role in learning to read: a meta-analytic review. Psychological bulletin, 138 (2), 322.
MILLER, G. A. (1956) The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63 (2), 81-97.
MOLL, K.; RAMUS, F.; BARTLING, J.; BRUDER, J.; KUNZE, S.; NEUHOFF, N.; ... y LANDERL, K. (2014) Cognitive mechanisms underlying reading and spelling development in five European orthographies. Learning and Instruction, 29, 65-77
MORAIS, J. (1994) L’art de lire. Paris: Odile Jacob [Trad. cast. de S. Defior, El arte de leer. Madrid: Visor, 1998].
MORAIS, J.; CARY, L.; ALEGRÍA, J. y BERTELSON, P. (1979) Does Awareness of Speech as a Sequence of Phones Arise Spontaneusly? Cognition, 7, 323-331.
NAGY, W.; BERNINGER, V. W. y ABBOTT, R. D. (2006) Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students. Journal of Educational Psychology, 98 (1), 134.
NAGY, W.; BERNINGER, V.; ABBOTT, R.; VAUGHAN, K. y VERMEULEN, K. (2003) Relationship of Morphology and Other Language Skills to Literacy Skills in At-Risk SecondGrade Readers and At-Risk Fourth-Grade Writers. Journal of educational psychology, 95 (4), 730.
NAGY, W.; DIAKIDOY, I. y ANDERSON, R. (1993) The acquisition of morphology: Learning the contribution of suffixes to the meanings of derivatives. Journal of Reading Behavior, 25, 155-170.
NATIONAL READING PANEL (2000) Report of the national reading panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. US: National Institute of Child Health and Human Development, National Institutes of Health.
NUNES, T. y BRYANT, P. (2006) Improving literacy by teaching morphemes. Routledge.
ONOCHIE, E.; SIMPSON, I.; CARAVOLAS, M. y DEFIOR, S. (2011) Letter knowledge, phoneme awareness and RAN as predictors of reading fluency in Spanish. Poster presented at the 10th International Symposium of Psycholinguistics, Donostia, San Sebastián, Spain.
PACTON, S. y DEACON, H. (2008) Implicit and explicit learning in children’s use of morphology in spelling: A review of evidence from French and English. Cognitive Development, 23, 339-359.
PERFETTI, C. A. (1985) Reading ability. Oxford University Press.
PERFETTI, C. A. (1991) Representations and awareness in the acquisition of reading competence. En L. RIEBEN y C. A. PERFETTI (eds.) Learning to read: Basic research and its implications. Hillsdale: LEA.
PERFETTI, C.; CAO, F. y BOOTH, J. (2013) Specialization and universals in the development of reading skill: How Chinese research informs a universal science of reading. Scientific Studies of Reading, 17 (1), 5-21.
PERRY, C.; ZIEGLER, J. C. y ZORZI, M. (2007) Nested incremental modelling in the development of computational theories: The CDP + model of reading aloud. Psychological Review, 114, 273-315.
RAMÍREZ, G.; CHEN, X.; GEVA, E. y KIEFER, H. (2010) Morphological awareness in Spanish-speaking English language learners: Within and cross-language effects on word reading. Reading and Writing, 23 (3-4), 337-358.
RAMUS, F. (2014) Neuroimaging sheds new light on the phonological deficit in dyslexia. Trends in Cognitive Sciences, 18, 274-275.
RAMUS, F. y SZENKOVITS, G. (2008) What phonological deficit? The Quarterly Journal of Experimental Psychology, 61 (1), 129-141.
SEIDENBERG, M. S. y MCCLELLAND, J. L. (1989) A distributed, developmental model of word recognition and naming. Psychological Review, 96, 523-568.
SERRANO, F. y DEFIOR, S. (2008) Speed problems in dyslexia in a transparent orthography. Annals of Dyslexia, 58, 81-95. DOI: 10.1007/s11881-008-0013-6.
SEYMOUR, P. H. K.; ARO, M.; ERSKINE, J. M.; WIMMER, H.; LEYBAERT, J.; ELBRO, C.; ... y OLOFSSON, A. (2003) Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94, 143-174.
SEYMOUR, P. H. y ELDER, L. (1986) Beginning reading without phonology. Cognitive Neuropsychology, 3 (1), 1-36.
SHARE, D. L. (1995) Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55, 151-218.
SHARE, D. L. (1999) Phonological recoding and orthographic learning: A direct test of the self-teaching hypothesis. Journal of Experimental Child Psychology, 72, 95-129.
SHARE, D. L. (2008a) Orthographic learning, phonological recoding, and self-teaching. En R. KAIL (ed.) Advances in child development and behaviour, vol. 36 (pp. 31-82). Amsterdam: Elsevier.
SHARE, D. L. (2008b) On the Anglocentricities of current reading research and practice: The perils of overreliance on an «outlier» orthography. Psychological Bulletin, 134 (4), 584-615.
SHAYWITZ, S. (2003) Overcoming dyslexia: A new and complete science-based program.
SHAYWITZ, S. E. y SHAYWITZ, B. A. (2008) Paying attention to reading: The neurobiology of reading and dyslexia. Development and psychopathology, 20 (04), 1329-1349.
SIEGEL, L. S. y RYAN, E. B. (1988) Development of grammatical-sensitivity, phonological, and short-term memory skills in normally achieving and learning disabled children. Developmental Psychology, 24 (1), 28.
SNOWLING, M. J.; GALLAGHER, A. y FRITH, U. (2003) Family risk of dyslexia is continuous: Individual differences in the precursors of reading skill. Child development, 74 (2), 358-373.
SUÁREZ-COALLA, P. y CUETOS, F. (2013) The Role of Morphology in Reading in SpanishSpeaking Children with Dyslexia. Spanish Journal of Psychology, 16, e51, 1-7. DOI: 10.1017/sjp.2013.58.
SUÁREZ-COALLA, P.; GARCÍA-DE-CASTRO, M. y CUETOS, F. (2013) Variables predictoras de la lectura y la escritura en castellano. Predictors of reading and writing in Spanish. Infancia y Aprendizaje, 36 (1), 77-89.
THE NATIONAL EARLY LITERACY PANEL (2008) Developing early literacy: Report of the National Early Literacy Panel. US: National Center for Family Literacy.
VAESSEN, A.; BERTRAND, D.; TÓTH, D.; CSÉPE, V.; FAÍSCA, L.; REIS, A. y BLOMERT, L. (2010) Cognitive development of fluent word reading does not qualitatively differ between transparent and opaque orthographies. Journal of Educational Psychology, 102 (4), 827.
VAESSEN, A. y BLOMERT, L. (2010) Long-term cognitive dynamics of fluent reading development. Journal of Experimental Child Psychology, 105 (3), 213-231.
VALDOIS, S.; CARBONNEL, S.; JUPHARD, A.; BACIU, M.; ANS, B.; PEYRIN, C. y SEGEBARTH, C. (2006) Polysyllabic pseudo-word processing in reading and lexical decision: converging evidence from behavioral data, connectionist simulations and functional MRI. Brain Research, 1085 (1), 149-162.
VINCKIER, F.; DEHAENE, S.; JOBERT, A.; DUBUS, J. P.; SIGMAN, M. y COHEN, L. (2007) Hierarchical coding of letter strings in the ventral stream: dissecting the inner organization of the visual word-form system. Neuron, 55 (1), 143-156.
WHALLEY, K. y HANSEN, J. (2006) The role of prosodic sensitivity in children’s reading development. Journal of Research in Reading, 29 (3), 288-303. DOI: 10.1111/j.14679817.2006.00309.x.
WILLOWS, D. M. (1991) Visual proccesses in learning disabilities. En B. WONG (ed.) Learning about learning disabilities (pp. 164-194). New York: Academic Press.
WIMMER, H. y MAYRINGER, H. (2002) Dysfluent reading in the absence of spelling difficulties: A specific disability in regular orthographies. Journal of Educational Psychology, 94 (2), 272.
WIMMER, H.; MAYRINGER, H. y LANDERL, K. (2000) The double-deficit hypothesis and difficulties in learning to read a regular orthography. Journal of Educational Psychology, 92 (4), 668.
WOLF, M. (2008) Cómo aprendemos a leer. Barcelona: Ediciones B.
WOLF, M. y BOWERS, P. G. (1999) The double-deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91 (3), 415.
WOLF, M.; BOWERS, P. G. y BIDDLE, K. (2000) Naming-speed processes, timing, and reading A conceptual review. Journal of learning disabilities, 33 (4), 387-407.
ZIEGLER, J. C.; BERTRAND, D.; TÓTH, D.; CSÉPE, V.; REIS, A.; FAÍSCA, L.; ... y BLOMERT, L. (2010) Orthographic Depth and Its Impact on Universal Predictors of Reading A CrossLanguage Investigation. Psychological Science, 21 (4), 551-559.
ZIEGLER, J. C.; PERRY, C.; MA-WYATT, A.; LADNER, D. y SCHULTE-KÖRNE, G. (2003) Developmental dyslexia in different languages: Language-specific or universal? Journal of Experimental Child Psychology, 86 (3), 169-193.
ZORZI, M.; HOUGHTON, G. y BUTTEWORTH, B. (1998) Two routes or one in reading aloud? A connectionist dual-process model. Journal of Experimental Psychology: Human Perception and Performance, 24, 1131-1161.
BABAYI?IT, S. y STAINTHORP, R. (2011) Modeling the relationships between cognitive–linguistic skills and literacy skills: New insights from a transparent orthography. Journal of Educational Psychology, 103 (1), 169.
BADDELEY, A. D. (1986) Working memory. Oxford Univ. Press.
BARRY, J. G.; HARBODT, S.; CANTIANI, C.; SABISCH, B. y ZOBAY, O. (2012) Sensitivity to^lexical stress in dyslexia: A case of cognitive not perceptual stress. Dyslexia, 18 (3), 139165. DOI: 10.1002/dys.1440.
BERKO, J. (1958) The child’s learning of English morphology. Word, 14, 150-177. BERNINGER, V.; ABBOTT, W.; NAGY, W. y CARLISLE, J. (2010) Growth in Phonological, Orthographic, and Morphological Awareness in Grades 1 to 6. Journal of Psycholinguistic Research, 39, 141-163.
BERTELSON, P. (1986) The onset of literacy: Liminal remarks. Cognition, 24, 1-30.
BOSSE, M. L.; TAINTURIER, M. J. y VALDOIS, S. (2007) Developmental dyslexia: The visual attention span deficit hypothesis. Cognition, 104 (2), 198-230.
BOSSE, M. L. y VALDOIS, S. (2009) Influence of the visual attention span on child reading performance: a cross sectional study. Journal of Research in Reading, 32 (2), 230-253.
BOWERS, P. N.; KIRBY, J. R. y DEACON, S. H. (2010) The effects of morphological instruction on literacy skills: A systematic review of the literature. Rev. Educ. Res., 80, 144-179. DOI: 10.3102/0034654309359353.
BOWEY, J. A.; MCGUIGAN, M. y RUSCHENA, A. (2005) On the association between serial naming speed for letters and digits and word reading skill: towards a developmental account. Journal of Research in Reading, 28 (4), 400-422.
CARAVOLAS, M.; LERVÅG, A.; DEFIOR, S.; SEIDLOVÁ-MÁLKOVÁ, G. y HULME, C. (2013) Different patterns, but equivalent predictors, of growth in reading in consistent and inconsistent orthographies. Psychological Science, 24 (8) 1398-1407. OnlineFirst, published on June 6, 2013. DOI: 10.1177/0956797612473122.
CARAVOLAS, M.; LERVÅG, A.; MOUSIKOU, P.; EFRIM, C.; LITAVSKÝ, M.; ONOCHIE-QUINTANILLA, E.; SALAS, N.; SCHÖFFELOVÁ, M.; DEFIOR, S.; MIKULAJOVÁ, M.; SEIDLOVÁ-MÁLKOVÁ, G. y HULME, C. (2012) Common patterns of prediction of literacy development in different alphabetic orthographies. Psychological Science. Published online May 3, 2012. DOI: 10.1177/0956797611434536.
CARLISLE, J. F. (1995) Morphological awareness and early reading achievement. En L. B. FELDMAN (ed.) Morphological aspects of language processing (pp. 189-209). Hillsdale, NJ: Earlbaum.
CARLISLE, J. F. (2000) Awareness of the structure and meaning of morphologically complex words: Impact on reading. Reading and Writing: An Interdisciplinary Journal, 12, 169-190.
CHALL, J. S. (1983) Learning to read: The great debate. Updated Edition. New York: MacGraw-Hill.
CHURCH, J. A.; COALSON, R. S.; LUGAR, H. M.; PETERSEN, S. E. y SCHLAGGAR, B. L. (2008) A developmental fMRI study of reading and repetition reveals changes in phonological and visual mechanisms over age. Cerebral Cortex, 18 (9), 2054-2065.
CLIN, E.; WADE-WOOLLEY, L. y HEGGIE, L. (2009) Prosodic sensitivity and morphological awareness in children’s reading. Journal of Experimental Child Psychology, 104 (2), 197-213.
COHEN, L. y DEHAENE, S. (2004) Specialization within the ventral stream: the case for the visual word form area. Neuroimage, 22, 466-476.
COHEN, L.; LEHÉRICY, S.; CHOCHON, F.; LEMER, C.; RIVAUD, S. y DEHAENE, S. (2002) Language specific tuning of visual cortex? Functional properties of the Visual Word Form Area. Brain, 125 (5), 1054-1069.
COLTHEART, M. (2005) Modeling reading: The dual-route approach. En M. J. SNOWLING y C. HULME (eds.) The science of reading: A handbook (pp. 6-23). Oxford, England: Blackwell.
COLTHEART, M.; CURTIS, B.; ATKINS, P. y HALLER, M. (1993) Models of reading aloud: Dual-route and parallel-distributed-processing approaches. Psychological Review, 100, 589-608.
COLTHEART, M.; RASTLE, K.; PERRY, C.; LANGDON, R. y ZIEGLER, J. (2001) DCR: A dualroute cascaded model of visual word recognition and reading aloud. Psychological Review, 108, 204-256.
COWIE, R.; DOUGLAS-COWIE, E. y WICHMANN, A. (2002) Prosodic characteristics of skilled reading: Fluency and expressiveness in 8-10-year-old readers. Language and Speech, 45 (1), 47-82. DOI: 10.1177/00238309020450010301.
DAVID, D.; WADE WOOLLEY, L.; KIRBY, J. R. y SMITHRIM, K. (2007) Rhythm and reading development in school age children: a longitudinal study. Journal of Research in Reading, 30 (2), 169-183.
DE JONG, P. F. y VAN DER LEIJ, A. (2002) Effects of phonological abilities and linguistic comprehension on the development of reading. Scientific Studies of Reading, 6 (1), 51-77.
DEFIOR, S. (1996) Una clasificación de las tareas utilizadas en la evaluación de las habilidades fonológicas y algunas ideas para su mejora. Infancia y Aprendizaje, 73, 49-63.
DEFIOR, S. (2004) Phonological Awareness and learning to read: A crosslinguistic perspective. En P. BRYANT y T. NUNES (eds.) Handbook on children’s literacy (pp. 631-649). London: Academic Press.
DEFIOR, S. (2008) ¿Cómo estimular el aprendizaje inicial de la lectoescritura? Papel de las habilidades fonológicas. Infancia y Aprendizaje, 31 (3), 333-345.
DEFIOR, S. y ALEGRÍA, J. (2005) Conexión entre morfosintaxis y escritura: cuando la fonología es (casi) suficiente para escribir. Revista de Logopedia, Foniatría y Audiología, 25 (2), 51-61.
DEFIOR, S.; ALEGRÍA, J.; TITOS, R. y MARTOS, F. (2008) Using morphology when spelling in a shallow orthographic system: The case of Spanish. Cognitive Development, 23, 204215. DOI: 10.1016/j.cogdev.2007.01.003.
DEFIOR, S. y SERRANO, F. (2007) Aprendizaje de la escritura de palabras y la composición escrita. En E. SERRANO DE HARO, F. JUSTICIA y M. C. PICHARDO (eds.) Enciclopedia de Psicología de la Educación, vol. 2 (pp. 95-126). Archidona: Aljibe.
DEFIOR, S. y SERRANO, F. (2011) Procesos fonológicos explícitos e implícitos, lectura y dislexia. Revista Neuropsicología, Neuropsiquiatría y Neurociencias, 11 (1), 1-17.
DEFIOR, S. y SERRANO, F. (2014a) Aspectos diacrónicos y sincrónicos del español: relación con la adquisición del lenguaje escrito. Estudios de Psicología (en prensa).
DEFIOR, S. y SERRANO, F. (2014b) Spanish oral and written language. En L. VERHOEVEN y Ch. PERFETTI (eds.) Reading Acquisition across Languages and Writing Systems: An International Handbook. Cambridge University Press (en prensa).
DEFIOR, S.; SERRANO, F. y MARÍN-CANO, M. J. (2008) El poder predictivo de las habilidades de conciencia fonológica en la lectura y escritura en castellano. En E. DÍEZ-ITZA (ed.) Estudios de desarrollo del lenguaje y educación. Studies on Language Development and Education (pp. 339-347). Oviedo: ICE Monografías Aulas Abierta.
DEFIOR, S. y TUDELA, P. (1994) Effect of phonological training on reading and writing acquisition. Reading and Writing. An Interdisciplinary Journal, 6, 299-320.
DEHAENE, S. (2007) Les Neurones de la lecture: La nouvelle science de la lecture et de son apprentissage. Paris: Odile Jacob.
DENCKLA, M. B. y RUDEL, R. G. (1976a) Rapid «automatized» naming (RAN): Dyslexia differentiated from other learning disabilities. Neuropsychologia, 14 (4), 471-479.
DENCKLA, M. B. y RUDEL, R. G. (1976b) Naming of object-drawings by dyslexic and other learning disabled children. Brain and language, 3 (1), 1-15.
EHRI, L. C. (2005) Development of sight word reading: Phases and findings. En M. J. SNOWLING y C. HULME (eds.) The science of reading: A handbook (pp. 54-135). Malden, MA: Blackwell.
FACOETTI, A.; PAGANONI, P. y LORUSSO, M. L. (2000) The spatial distribution of visual attention in developmental dyslexia. Experimental Brain Research, 132 (4), 531-538.
FACOETTI, A.; TRUSSARDI, A. N.; RUFFINO, M.; LORUSSO, M. L.; CATTANEO, C.; GALLI, R. y ZORZI, M. (2010) Multisensory spatial attention deficits are predictive of phonological decoding skills in developmental dyslexia. Journal of cognitive neuroscience, 22 (5), 1011-1025.
FRITH, U. (1983) Cognitive Processes in Spelling. London: Academic Press.
FRITH, U. (1986) A developmental framework for developmental dyslexia. Annals of dyslexia, 36 (1), 67-81.
GAILLARD, R.; NACCACHE, L.; PINEL, P.; CLÉMENCEAU, S.; VOLLE, E.; HASBOUN, D.; .y COHEN, L. (2006) Direct intracranial, FMRI, and lesion evidence for the causal role of left inferotemporal cortex in reading. Neuron, 50 (2), 191-204.
GÁRATE, M.; GUTIÉRREZ, F.; DE JUAN, M. R. E.; LUQUE, J. L. y GARCÍA MADRUGA, J. A. (2002) Memoria operativa y comprensión lectora: algunas cuestiones básicas. Acción psicológica, 1 (1), 45-68.
GATHERCOLE, S. E.; ALLOWAY, T. P.; KIRKWOOD, H. J.; ELLIOTT, J. G.; HOLMES, J. y HILTON, K. A. (2008) Attentional and executive function behaviours in children with poor working memory. Learning and Individual Differences, 18 (2), 214-223.
GOSWAMI, U. (2011) A temporal sampling framework for developmental dyslexia. Trends in cognitive sciences, 15 (1), 3-10.
GOUGH, P. B.; HOOVER, W. A. y PETERSON, C. L. (1996) Some observations on a simple view of reading. En C. CORNOLDI y J. OAKHILL (eds.) Reading comprehension difficulties: Processes and intervention (pp. 1-13) Mahwah, NJ: Lawrence Erlbaum.
GUTIÉRREZ-PALMA, N.; DEFIOR, S. y CALET, N. (2014) Prosodic sensitivity and the acquisition of the prosodic aspects of reading in Spanish. En J. THOMPSON (coord.) Linguistic Rhythm and Literacy. Ed. John Benjamin Publishers (en prensa).
HARM, M. W. y SEIDENBERG, M. S. (1999) Phonology, reading acquisition, and dyslexia: Insights from connectionist models. Psychological Review, 106, 491-528.
HARM, M. W. y SEIDENBERG, M. S. (2004) Computing the meaning of words in reading: Co-operative division of labor between visual and phonological processes. Psychological Review, 111, 662-720.
HAWELKA, S. y WIMMER, H. (2008) Visual target detection is not impaired in dyslexic readers. Vision Research, 48 (6), 850-852.
HIERARCHICAL CODING OF LETTER STRINGS IN THE VENTRAL STREAM: Dissecting the inner.
HOLLIMAN, A. J.; WOOD, C. y SHEEHY, K. (2008) Sensitivity to speech rhythm explains individual differences in reading ability independently of phonological awareness. British Journal of Developmental Psychology, 26 (3), 357-367. DOI: 10.1348/026151007X241623. HOLLIMAN, A. J.; WOOD, C. y SHEEHY, K. (2012) A cross sectional study of prosodic sensitivity and reading difficulties. Journal of Research in Reading, 35 (1), 32-48.
HOOVER, W. A. y GOUGH, P. B. (1990) The Simple View of Reading. Reading and Writing: An Interdisciplinary Journal, 2, 127-160.
HRUBY, G. G. y GOSWAMI, U. (2011) Neuroscience on reading: A review for reading.
HUEY, E. (1908) The Psychology and Pedagogy of Reading. NY: The Macmillan Company. JIMÉNEZ, J. E.; RODRÍGUEZ, C. y RAMÍREZ, G. (2009) Spanish developmental dyslexia: Prevalence, cognitive profile, and home literacy experiences. Journal of Experimental Child Psychology, 103 (2), 167-185.
JIMÉNEZ-FERNÁNDEZ, G.; GUTIÉRREZ-PALMA, N. y DEFIOR, S. (2014) Impaired lexical stress awareness in Spanish children with dislexia. Research on Developmental Disabilities (en prensa).
JORM, A. y SHARE, D. L. (1983) Phonological recoding and reading acquisition. Applied Psycholinguistics, 4, 103-147.
JORM, A.; SHARE, D.; MACLEAN, R. y MATTHEWS, R. (1986) Cognitive factors at school entry predictive of specific reading retardation and general reading backwardness: A research note. Journal of Child Psychology, 27, 45-54.
JUPHARD, A.; CARBONNEL, S. y VALDOIS, S. (2004) Length effect in reading and lexical decision: Evidence from skilled readers and a developmental dyslexic participant. Brain and cognition, 55 (2), 332-340.
JUST, M. A. y CARPENTER, P. A. (1987) The psychology of reading and language comprehension. Allyn y Bacon.
KIEFFER, M. J.; BIANCAROSA, G. y MANCILLA-MARTÍNEZ, J. (2013) Roles of morphological awareness in the reading comprehension of Spanish-speaking language minority learners: Exploring partial mediation by vocabulary and reading fluency. Applied Psycholinguistics, 34 (04), 697-725.
KINSEY, K.; ROSE, M.; HANSEN, P.; RICHARDSON, A. y STEIN, J. (2004) Magnocellular mediated visual-spatial attention and reading ability. Neuroreport, 15 (14), 2215-2218.
KIRBY, J.; DEACON, S.; BOWERS, P.; IZENBERG, L.; WADE-WOOLLEY, L. y PARILLA, R. (2012) Children’s morphological awareness and reading ability. Reading and Writing: An Interdisciplinary Journal, 25 (2), 389-410. DOI: 10.1007/s11145-010-9276-5.
LABERGE y SAMUELS (1975) Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 293-323.
LANDERL, K.; RAMUS, F.; MOLL, K.; LYYTINEN, H.; LEPPÄNEN, P. H.; LOHVANSUU, K.; y SCHULTE KÖRNE, G. (2013) Predictors of developmental dyslexia in European orthographies with varying complexity. Journal of Child Psychology and Psychiatry, 54 (6), 686-694.
LANDERL, K. y WIMMER, H. (2008) Development of word reading fluency and spelling in a consistent orthography: An 8-year follow-up. Journal of Educational Psychology, 100 (1), 150.
LANDERL, K.; WIMMER, H. y FRITH, U. (1997) The impact of orthographic consistency on dyslexia: A German-English comparison. Cognition, 63 (3), 315-334.
LEONG, V.; HÄMÄLÄINEN, J.; SOLTÉSZ, F. y GOSWAMI, U. (2011) Rise time perception and detection of syllable stress in adults with developmental dyslexia. Journal of Memory and Language, 64 (1), 59-73.
LEPPANEN, U.; NIEME, P.; AUNOLA, K. y NURMI, J. E. (2006) Development of reading and spelling Finnish from preschool to grade 1 and grade 2. Scientific Studies of Reading, 10 (1), 3-30.
LERVÅG, A.; BRÅTEN, I. y HULME, C. (2009) The cognitive and linguistic foundations of early reading development: a Norwegian latent variable longitudinal study. Developmental Psychology, 45 (3), 764.
LÓPEZ-ESCRIBANO, C. (2007) Contribuciones de la neurociencia al diagnóstico y tratamiento educativo de la dislexia del desarrollo. Rev Neurol, 44 (3), 173-180.
MAISOG, J. M.; EINBINDER, E. R.; FLOWERS, D. L.; TURKELTAUB, P. E. y EDEN, G. F. (2008) A Meta analysis of Functional Neuroimaging Studies of Dyslexia. Annals of the New York Academy of Sciences, 1145 (1), 237-259.
MANIS, F. R.; SEIDENBERG, M. S. y DOI, L. M. (1999) See Dick RAN: Rapid naming and the longitudinal prediction of reading subskills in first and second graders. Scientific Studies of reading, 3 (2), 129-157.
MARSH, G.; FRIEDMAN, M.; WELCH, V. y DESBERG, P. (1981) A cognitive developmental theory of reading acquisition. En G. E. MACKINNON y T. G. WALLER (eds.) Reading research: Advances in theory and practice, vol. 3. New York: Academic Press.
MARSHALL, C. R.; HARCOURT BROWN, S.; RAMUS, F. y VAN DER LELY, H. K. J. (2009) The link between prosody and language skills in children with specific language impairment (SLI) and/or dyslexia. International Journal of Language y Communication Disorders, 44 (4), 466-488. DOI: 10.1080/13682820802591643.
MATTINGLY, I. G. (1972) Reading, the linguistic process, and linguistic awareness. En J. F. KAVANAGH y I. G. MATTINGLY (eds.) Language by ear and eye: The relationships between speech and reading. Cambridge, MA: MIT Press.
MATTINGLY, I. G. (1984) Reading, linguistic awareness, and language acquisition. En J. A. DOWNING y R. VALTIN (eds.) Language awareness and learning to read (vol. 17) (pp. 9-25). New York: Springer Verlag.
MELBY-LERVÅG, M.; LYSTER, S. A. H. y HULME, C. (2012) Phonological skills and their role in learning to read: a meta-analytic review. Psychological bulletin, 138 (2), 322.
MILLER, G. A. (1956) The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63 (2), 81-97.
MOLL, K.; RAMUS, F.; BARTLING, J.; BRUDER, J.; KUNZE, S.; NEUHOFF, N.; ... y LANDERL, K. (2014) Cognitive mechanisms underlying reading and spelling development in five European orthographies. Learning and Instruction, 29, 65-77
MORAIS, J. (1994) L’art de lire. Paris: Odile Jacob [Trad. cast. de S. Defior, El arte de leer. Madrid: Visor, 1998].
MORAIS, J.; CARY, L.; ALEGRÍA, J. y BERTELSON, P. (1979) Does Awareness of Speech as a Sequence of Phones Arise Spontaneusly? Cognition, 7, 323-331.
NAGY, W.; BERNINGER, V. W. y ABBOTT, R. D. (2006) Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students. Journal of Educational Psychology, 98 (1), 134.
NAGY, W.; BERNINGER, V.; ABBOTT, R.; VAUGHAN, K. y VERMEULEN, K. (2003) Relationship of Morphology and Other Language Skills to Literacy Skills in At-Risk SecondGrade Readers and At-Risk Fourth-Grade Writers. Journal of educational psychology, 95 (4), 730.
NAGY, W.; DIAKIDOY, I. y ANDERSON, R. (1993) The acquisition of morphology: Learning the contribution of suffixes to the meanings of derivatives. Journal of Reading Behavior, 25, 155-170.
NATIONAL READING PANEL (2000) Report of the national reading panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. US: National Institute of Child Health and Human Development, National Institutes of Health.
NUNES, T. y BRYANT, P. (2006) Improving literacy by teaching morphemes. Routledge.
ONOCHIE, E.; SIMPSON, I.; CARAVOLAS, M. y DEFIOR, S. (2011) Letter knowledge, phoneme awareness and RAN as predictors of reading fluency in Spanish. Poster presented at the 10th International Symposium of Psycholinguistics, Donostia, San Sebastián, Spain.
PACTON, S. y DEACON, H. (2008) Implicit and explicit learning in children’s use of morphology in spelling: A review of evidence from French and English. Cognitive Development, 23, 339-359.
PERFETTI, C. A. (1985) Reading ability. Oxford University Press.
PERFETTI, C. A. (1991) Representations and awareness in the acquisition of reading competence. En L. RIEBEN y C. A. PERFETTI (eds.) Learning to read: Basic research and its implications. Hillsdale: LEA.
PERFETTI, C.; CAO, F. y BOOTH, J. (2013) Specialization and universals in the development of reading skill: How Chinese research informs a universal science of reading. Scientific Studies of Reading, 17 (1), 5-21.
PERRY, C.; ZIEGLER, J. C. y ZORZI, M. (2007) Nested incremental modelling in the development of computational theories: The CDP + model of reading aloud. Psychological Review, 114, 273-315.
RAMÍREZ, G.; CHEN, X.; GEVA, E. y KIEFER, H. (2010) Morphological awareness in Spanish-speaking English language learners: Within and cross-language effects on word reading. Reading and Writing, 23 (3-4), 337-358.
RAMUS, F. (2014) Neuroimaging sheds new light on the phonological deficit in dyslexia. Trends in Cognitive Sciences, 18, 274-275.
RAMUS, F. y SZENKOVITS, G. (2008) What phonological deficit? The Quarterly Journal of Experimental Psychology, 61 (1), 129-141.
SEIDENBERG, M. S. y MCCLELLAND, J. L. (1989) A distributed, developmental model of word recognition and naming. Psychological Review, 96, 523-568.
SERRANO, F. y DEFIOR, S. (2008) Speed problems in dyslexia in a transparent orthography. Annals of Dyslexia, 58, 81-95. DOI: 10.1007/s11881-008-0013-6.
SEYMOUR, P. H. K.; ARO, M.; ERSKINE, J. M.; WIMMER, H.; LEYBAERT, J.; ELBRO, C.; ... y OLOFSSON, A. (2003) Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94, 143-174.
SEYMOUR, P. H. y ELDER, L. (1986) Beginning reading without phonology. Cognitive Neuropsychology, 3 (1), 1-36.
SHARE, D. L. (1995) Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55, 151-218.
SHARE, D. L. (1999) Phonological recoding and orthographic learning: A direct test of the self-teaching hypothesis. Journal of Experimental Child Psychology, 72, 95-129.
SHARE, D. L. (2008a) Orthographic learning, phonological recoding, and self-teaching. En R. KAIL (ed.) Advances in child development and behaviour, vol. 36 (pp. 31-82). Amsterdam: Elsevier.
SHARE, D. L. (2008b) On the Anglocentricities of current reading research and practice: The perils of overreliance on an «outlier» orthography. Psychological Bulletin, 134 (4), 584-615.
SHAYWITZ, S. (2003) Overcoming dyslexia: A new and complete science-based program.
SHAYWITZ, S. E. y SHAYWITZ, B. A. (2008) Paying attention to reading: The neurobiology of reading and dyslexia. Development and psychopathology, 20 (04), 1329-1349.
SIEGEL, L. S. y RYAN, E. B. (1988) Development of grammatical-sensitivity, phonological, and short-term memory skills in normally achieving and learning disabled children. Developmental Psychology, 24 (1), 28.
SNOWLING, M. J.; GALLAGHER, A. y FRITH, U. (2003) Family risk of dyslexia is continuous: Individual differences in the precursors of reading skill. Child development, 74 (2), 358-373.
SUÁREZ-COALLA, P. y CUETOS, F. (2013) The Role of Morphology in Reading in SpanishSpeaking Children with Dyslexia. Spanish Journal of Psychology, 16, e51, 1-7. DOI: 10.1017/sjp.2013.58.
SUÁREZ-COALLA, P.; GARCÍA-DE-CASTRO, M. y CUETOS, F. (2013) Variables predictoras de la lectura y la escritura en castellano. Predictors of reading and writing in Spanish. Infancia y Aprendizaje, 36 (1), 77-89.
THE NATIONAL EARLY LITERACY PANEL (2008) Developing early literacy: Report of the National Early Literacy Panel. US: National Center for Family Literacy.
VAESSEN, A.; BERTRAND, D.; TÓTH, D.; CSÉPE, V.; FAÍSCA, L.; REIS, A. y BLOMERT, L. (2010) Cognitive development of fluent word reading does not qualitatively differ between transparent and opaque orthographies. Journal of Educational Psychology, 102 (4), 827.
VAESSEN, A. y BLOMERT, L. (2010) Long-term cognitive dynamics of fluent reading development. Journal of Experimental Child Psychology, 105 (3), 213-231.
VALDOIS, S.; CARBONNEL, S.; JUPHARD, A.; BACIU, M.; ANS, B.; PEYRIN, C. y SEGEBARTH, C. (2006) Polysyllabic pseudo-word processing in reading and lexical decision: converging evidence from behavioral data, connectionist simulations and functional MRI. Brain Research, 1085 (1), 149-162.
VINCKIER, F.; DEHAENE, S.; JOBERT, A.; DUBUS, J. P.; SIGMAN, M. y COHEN, L. (2007) Hierarchical coding of letter strings in the ventral stream: dissecting the inner organization of the visual word-form system. Neuron, 55 (1), 143-156.
WHALLEY, K. y HANSEN, J. (2006) The role of prosodic sensitivity in children’s reading development. Journal of Research in Reading, 29 (3), 288-303. DOI: 10.1111/j.14679817.2006.00309.x.
WILLOWS, D. M. (1991) Visual proccesses in learning disabilities. En B. WONG (ed.) Learning about learning disabilities (pp. 164-194). New York: Academic Press.
WIMMER, H. y MAYRINGER, H. (2002) Dysfluent reading in the absence of spelling difficulties: A specific disability in regular orthographies. Journal of Educational Psychology, 94 (2), 272.
WIMMER, H.; MAYRINGER, H. y LANDERL, K. (2000) The double-deficit hypothesis and difficulties in learning to read a regular orthography. Journal of Educational Psychology, 92 (4), 668.
WOLF, M. (2008) Cómo aprendemos a leer. Barcelona: Ediciones B.
WOLF, M. y BOWERS, P. G. (1999) The double-deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91 (3), 415.
WOLF, M.; BOWERS, P. G. y BIDDLE, K. (2000) Naming-speed processes, timing, and reading A conceptual review. Journal of learning disabilities, 33 (4), 387-407.
ZIEGLER, J. C.; BERTRAND, D.; TÓTH, D.; CSÉPE, V.; REIS, A.; FAÍSCA, L.; ... y BLOMERT, L. (2010) Orthographic Depth and Its Impact on Universal Predictors of Reading A CrossLanguage Investigation. Psychological Science, 21 (4), 551-559.
ZIEGLER, J. C.; PERRY, C.; MA-WYATT, A.; LADNER, D. y SCHULTE-KÖRNE, G. (2003) Developmental dyslexia in different languages: Language-specific or universal? Journal of Experimental Child Psychology, 86 (3), 169-193.
ZORZI, M.; HOUGHTON, G. y BUTTEWORTH, B. (1998) Two routes or one in reading aloud? A connectionist dual-process model. Journal of Experimental Psychology: Human Perception and Performance, 24, 1131-1161.
Defior, S. (2015). Procesos implicados en el reconocimiento de las palabras escritas. Aula, 20, 25–44. https://doi.org/10.14201/12560
Descargas
Los datos de descargas todavía no están disponibles.
+
−