6533b86cfe1ef96bd12c8a67

RESEARCH PRODUCT

Reading-related Cognitive Deficits in Spanish Developmental Dyslexia

V. Félix-mateoManuel Soriano-ferrerJ.a. González-torrePilar Sánchez-lópezFrancisco Nievas-cazorla

subject

Phonemic awarenessWorking memorymedia_common.quotation_subjectDyslexiaCognitionmedicine.diseaseBiological theories of dyslexiadevelopmental dyslexiaDevelopmental psychologyReading (process)medicinecognitive profile.General Materials SciencePsychologyControl (linguistics)transparent orthographyOrthographymedia_commonCognitive psychology

description

Abstract Spanish-speaking children learn to read words written in a relatively transparent orthography. Variations in orthographic transparency may shape the manifestation of reading difficulties. This study was intended to help clarify the nature of developmental dyslexia in Spanish. Developmentally Dyslexic children (DD) were compared to a chronological age-matched control group (CA). Measures included rapid automated naming, verbal working memory, phonological short-term memory, and phonemic awareness. Results demonstrated that developmental dyslexics show reading-related cognitive deficits in areas such as naming speed, verbal working memory, phonological short-term memory, and phonemic awareness. Our results are consistent with studies conducted in the Spanish language and in other transparent orthographies.

yearjournalcountryeditionlanguage
2014-05-01Procedia - Social and Behavioral Sciences
10.1016/j.sbspro.2014.04.270http://dx.doi.org/10.1016/j.sbspro.2014.04.270