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Psicothema was founded in Asturias (northern Spain) in 1989, and is published jointly by the Psychology Faculty of the University of Oviedo and the Psychological Association of the Principality of Asturias (Colegio Oficial de Psicología del Principado de Asturias).
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Psicothema, 2008. Vol. Vol. 20 (nº 3). 341-346




Experiencia con el lenguaje impreso e indicadores socioculturales asociados a los diferentes subtipos disléxicos

Juan E. Jiménez y Cristina Rodríguez

Universidad de La Laguna (Tenerife)

Esta investigación ha sido diseñada para analizar la experiencia con el lenguaje impreso y algunos indicadores socioculturales asociados a los diferentes subtipos disléxicos. Para ello utilizamos un diseño de nivel lector donde seleccionamos cuatro grupos de familias en función del perfil lector mostrado por sus hijos: un grupo formado por los padres (15 padres y 16 madres) cuyos hijos presentaban un perfil de dislexia de superficie (DSP); un grupo de padres (6 padres y 6 madres) cuyos hijos presentaban un perfil de dislexia fonológica (DFP); un grupo de padres (38 padres y 41 madres) cuyos hijos estaban igualados en edad cronológica a los grupos con dificultades de aprendizaje (ECP); y, por último, un cuarto grupo formado por padres (33 padres y 35 madres) cuyos hijos estaban igualados en nivel lector a los niños que presentaban dificultades de aprendizaje (NLP). Ambos subtipos disléxicos presentaban déficit en conciencia fonológica, pero los niños con dislexia de superficie presentaban además un déficit en el desarrollo de habilidades ortográficas evaluadas a través de comprensión de homófonos. Este déficit estaba relacionado con una menor experiencia con el lenguaje impreso en el hogar familiar.

Home literacy experiences and socio-cultural characteristics associated with the subtypes of reading disability. This study was designed to analyse the home literacy experiences and socio-cultural characteristics associated with the subtypes of reading disability. For this purpose, we used a reading level match design and we selected four samples of families as a function of their children’s reading profile: a group of parents (15 fathers and 16 mothers) whose children had a profile of surface dyslexia (DSP); a second group of parents (6 fathers and 6 mothers) whose children had a profile of phonological dyslexia (DFP); a third group of parents (38 fathers and 41 mothers) whose children were matched in age with the children who had learning disabilities (ECP); and a fourth group of parents (33 fathers and 35 mothers) whose children were matched in reading age with children who had learning disabilities (NLP). Both dyslexic subtypes showed a deficit in phonological awareness, but children with surface dyslexia also showed a deficit in orthographical processing assessed by homophone comprehension task. This deficit was related to home literacy experiences because the group of parents whose children had surface dyslexia, in comparison to parents of children matched in reading age, promoted fewer home literacy experiences.

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