Lectura de oraciones en español: similitudes y diferencias interesantes entre niños con dislexia y niños con sordera

Autores/as

DOI: https://doi.org/10.6018/analesps.396841
Palabras clave: dyslexia, deafness, cochlear implant, reading, key-word-strategy

Resumen

Este estudio compara las estrategias para leer oraciones utilizadas por un grupo de escolares con dislexia (n = 107) y un grupo con sordera e implante coclear (n = 61) de lengua castellana. Los resultados indican que solo los participantes con sordera adoptan la estrategia de palabras clave (EPC), que consiste en identificar algunas de las palabras de la oración con contenido semántico propio, e ignorar las palabras funcionales. Se observa además que el uso de la EPC está asociado con un déficit sintáctico. Por otra parte, cuando los dos grupos se emparejan en el nivel lector con niños con desarrollo típico en lectura (Grupo Control, n = 785), las diferencias entre los Grupos Disléxico y Control desaparecieron. Sin embargo, los niños con sordera mantenían su tendencia a usar la EPC y seguían presentando dificultades para procesar las palabras funcionales. Estos resultados excluyen la hipótesis de que la EPC sea un procedimiento utilizado de forma general para compensar los déficits de lectura, pareciendo depender, más específicamente, de dificultades en la capacidad sintáctica

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Publicado
09-04-2020
Cómo citar
Alegría, J., Carrillo, M.-S. ., Rueda, M. I. ., & Domínguez Gutiérrez, A. B. (2020). Lectura de oraciones en español: similitudes y diferencias interesantes entre niños con dislexia y niños con sordera . Anales de Psicología / Annals of Psychology, 36(2), 295–303. https://doi.org/10.6018/analesps.396841
Número
Sección
Psicología evolutiva y de la educación