Abstract
This study was intended to help clarify the nature of dyslexia in Spanish. A sample of 30 children, 8 to 16 years old, participated in this study. Dyslexic children were compared to two control groups, a chronological age-matched control group and a reading level-matched control group. Measures included nonword and pseudohomophone reading (phonological procedure), homophone choice (orthographic procedure), and phonological awareness tasks (syllabic, intrasyllabic, and phonemic level). For each task, accuracy (error percentage) and performance time were measured. Results showed a deficit in the dyslexic group on all the tasks, which was more evident when time was considered. With the results consistent with studies in other transparent orthographies such as Italian and German, speed problems seem to be more evident and relevant than accuracy problems in Spanish dyslexic children.
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Notes
The definition was adopted by the IDA Board of Dyslexia, November 2002. This definition is also used by the National Institute of Child Health and Human Development (NICHD).
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Acknowledgments
The research reported in this article was funded by the Spanish Ministry of Science and Technology research grants SEJ2004-06433 and SEJ2007-68024.CO2.01 awarded to Sylvia Defior, FEDER Funding, and the Junta de Andalucia research group, HUM-820.
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Appendix
Appendix
Tasks items
Nonword reading
Practice items: Dlan, Mroda, Antiqlo, Maravrilla
Target items: Tlor, Dluz, Tlen, Qlen, Qin, Vres, Mlaya, Chidle, Mrande, Camrrión, Lamron, Vlida, Vlasero, Nosozros, Tlimero, Jrastero, Lenteqa, Alevre, Chyturaleza, Mlimavera, Tlistamista, Jlastilina, Paravlisas, kilomejro.
Pseudohomophone reading
Practice items: Huba–Femisela; Hepo–Kubo; Zenizero–Oepa
Target items: Aver–Helpor; Taspeya–Hobeja; Adil–Kanpo; Zirko–Lepeta; Hepuza–Kalzetín; Pipel–Reveka; Yebar–Tanbu; Hancanzas–Onbre; Kabayo–Pafte; Hárvol–Hallun; Kolejio–Hepién; Padifa–Hardiya; Impra–Hentonces; Habión–Perajeo; Yopar–Haller; Ebiya–Falga; Kaveza–Golfedín; Depaye–Bibir; Kastiyo–Haldeyo; Apeya–Voske
Homophone choice
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1.
Estuvimos jugando ________ las ocho y media □ hasta □ asta
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2.
Bebí limonada en un gran ______________ □ vaso □ baso
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3.
Me gusta jugar en la playa a saltar la __________ □ hola □ ola
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4.
Me gusta mucho la leche de __________ □ vaca □ baca
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5.
Mi padre hizo para comer, patatas con ________ □ poyo □ pollo
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6.
Me gusta ver las tormentas cuando cae un __________ □ rayo □ rallo
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7.
Porque estaba enfermo _______ que quedarse en casa. □ tubo □ tuvo
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8.
Para jugar al baloncesto me compraron unas _________ □ botas □ votas
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9.
Cuando Juan vio su regalo, gritó !_______! □ ala □ hala
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10.
En el parque acuático vimos unas _________ □ horcas □ orcas
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11.
Ojalá que mi prima _______ a la excursión □ valla □ vaya
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12.
Para hacer gimnasia me pongo una _________ □ malla □ maya
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13.
Dime si _______ llamado a tu madre □ has □ as
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14.
Prometo que yo no lo he _______ □ echo □ hecho
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15.
Tráeme el _________ de la miel □ bote □ vote
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16.
Espera a que _______ el agua para echar la pasta □ hierba □ hierva
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17.
Mi madre tiene un _________ en el dedo □ cayo □ callo
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18.
Estos árboles tan antiguos se llaman _______ □ hallas □ hayas
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Serrano, F., Defior, S. Dyslexia speed problems in a transparent orthography. Ann. of Dyslexia 58, 81–95 (2008). https://doi.org/10.1007/s11881-008-0013-6
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DOI: https://doi.org/10.1007/s11881-008-0013-6