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Palabras, mejor de una en u...
Palabras, mejor de una en una: los niños con dislexia ante la lectura de palabras presentadas simultáneamente
Ediciones Complutense 2022-04-06

Diferentes estudios han reportado que los lectores competentes se benefician de la presentación simultánea de palabras durante la lectura. Por otra parte, la existencia de representaciones ortográficas de las palabras parece facilitar el inicio de la codificación fonológica de la palabra contigua, que se iniciaría durante el proceso de articulación de la palabra target. Sin embargo, este beneficio podría no darse en los niños con dislexia, considerando su escasa competencia lectora. El objetivo de este estudio era investigar si los niños con dislexia se benefician de la presentación simultánea de palabras escritas y si esto depende de las características de los estímulos. Para ello, niños con y sin dislexia participaron en dos tareas de lectura. En la primera tarea, las palabras, manipuladas en frecuencia y longitud, se presentaban de manera aislada; mientras que la segunda tarea se trataba de listas de tres palabras, en las que se manipulaba la frecuencia y longitud de la tercera palabra. Los resultados pusieron de relieve las dificultades lectoras en el grupo con dislexia, con peor rendimiento que el grupo control en ambas tareas. Por otra parte, ambos grupos obtuvieron ventaja de la presentación simultánea de palabras, con tiempos previos a la articulación de la palabra menores en la presentación simultánea que en la palabra aislada. Sin embargo, este beneficio no se dio en los tiempos de articulación y exactitud lectora en los niños con dislexia, especialmente cuando se trataba de palabras largas e infrecuentes, sugiriendo que los niños dislexia no alcanzan el mismo nivel de preprocesamiento que los niños del grupo control

Different studies have reported that proficient readers benefit from the simultaneous presentation of words during reading. On the other hand, the availability of orthographic representations of words appear to facilitate the initiation of phonological encoding of the contiguous word, which would be triggered during the articulation process of the target word. However, this advantage might not be evident in children with dyslexia, given their poor reading competence. The purpose of this study was to investigate whether children with dyslexia benefit from the simultaneous presentation of written words and whether this is dependent on the characteristics of the stimuli. For this aim, children with and without dyslexia participated in two reading tasks. In the first task, words, manipulated in frequency and length, were displayed in isolation, while the second task involved lists of three words, in which the frequency and length of the third word were manipulated. The results showed reading difficulties in participants with dyslexia, with poorer reading performance than the control group in both tasks. On the other hand, both groups demonstrated an advantage of simultaneous word presentation, with shorter pre-word articulation times in simultaneous presentation than in single word presentation. However, this benefit did not occur in articulation times and reading accuracy in children with dyslexia, especially for long and infrequent words, suggesting that dyslexic children do not reach the same level of preprocessing as children in the control group

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Título:
Palabras, mejor de una en una: los niños con dislexia ante la lectura de palabras presentadas simultáneamente [ electronic resource]
Editorial:
Ediciones Complutense, 2022-04-06
Tipo Audiovisual:
Dyslexia; Isolated presentation; Simultaneous presentation; Reading
Dislexia; Lectura; Presentación simultánea; Presentación aislada
Documento fuente:
Revista de Investigación en Logopedia; Vol. 12 Núm. 2 (2022); e78445
Nota general:
application/pdf
Restricciones de acceso:
Open access content. Open access content star
Condiciones de uso y reproducción:
Derechos de autor 2022 Revista de Investigación en Logopedia
Lengua:
Spanish
Enlace a fuente de información:
Revista de Investigación en Logopedia; Vol. 12 Núm. 2 (2022); e78445
2174-5218
Otras relaciones:
https://revistas.ucm.es/index.php/RLOG/article/view/78445/4564456560456
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