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).
We currently publish four issues per year, which accounts for some 100 articles annually. We admit work from both the basic and applied research fields, and from all areas of Psychology, all manuscripts being anonymously reviewed prior to publication.
Psicothema, 2008. Vol. Vol. 20 (nº 3). 347-353
Juan E. Jiménez y Estefanía Rojas
Universidad de La Laguna (Tenerife)
El objetivo de esta investigación ha consistido en analizar los efectos del videojuego Tradislexia en la conciencia fonológica y reconocimiento de palabras en niños disléxicos. Para ello se utilizó un diseño de grupo control pretest- postest, y se seleccionó una muestra de 62 niños (26 niñas y 36 niños) de segundo y tercer ciclo de Educación Primaria con un rango de edad entre 9 y 12 años (M= 126.7; DT= 11.7). Una vez seleccionados, se asignaron al azar a un grupo Experimental (N= 32) y a un grupo Control (N= 30). Se administraron distintas tareas de conciencia fonológica de la Batería Multimedia Sicole-R que incluían diferentes tipos de estructura silábica. Se analizó si el entrenamiento multimedia contribuye a mejorar los procesos fonológicos teniendo en cuenta el rendimiento alcanzado en función del tipo de tarea y tipo de estructura silábica y si ello contribuye a mejorar el reconocimiento de palabras. Los resultados demuestran que cuando se controla la posición del fonema, el entrenamiento en segmentación y síntesis en palabras con estructura CV predice de forma significativa la mejora en los procesos de reconocimiento de palabras.
Effects of Tradislexia videogame on phonological awareness and word recognition in dyslexic children. The purpose of this research was to analyze the effects of multimedia training on phonological awareness and word recognition in dyslexic children. We used a control pretest-posttest design, and a sample of 62 children (26 male, 36 female) was selected from Primary Education. Children were selected and classified into two different groups: (1) an experimental group (N= 32), and (2) a control group (N= 30). The average range age was 9 and 12 years (M= 126.7, SD= 11.7). We administered phonological awareness tasks, which include different types of syllabic structure from the Sicole-R Multimedia Battery for assessment of cognitive processes in reading. We analyzed whether the Tradislexia videogame affected phonological awareness, considering separately the complexity of syllable structure and type of phonological awareness task. We also analyzed whether the gains in phonological processes were related to training based on type of task or type of syllable structure. The results showed that when we controlled the position of phoneme, the multimedia treatment in segmentation and blending with words that include CV syllables is a better predictor to explain improvement of word decoding processes.
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