Development of word recognition in normal and delayed readers as a function of different linguistic variables;Desarrollo del reconocimiento de palabras en lectores normales y retrasados en función de diferentes variables lingüísticas

Infancia y Aprendizaje

Volumn 21, Issue 83, 1998, Pages 59-74

  Defior, Sylvia ^a   Justicia, Fernando ^a   Martos, Francisco ^a  

^a UNIVERSITY OF GRANADA   (Spain)

Author keywords

dual route models; reading disorders; Word reading acquisition

Indexed keywords

EID: 54749126362     PISSN: 02103702     EISSN: 15784126     Source Type: Journal    
DOI: 10.1174/021037098760403479     Document Type: Article

References (28)

1. Cervera, M., y Toro, J., (1984). TALE: Test de análisis de la lectoescritura. Madrid: Visor.
2. Coltheart, M., (1978). Lexical access in simple reading tasks. En G., Underwood (Ed.), Strategies of Innformation Processing (pp. 151–216). London: Academic Press.
3. Coltheart, M., (1985). In defense of dual-route models of reading. The Behavioral & Brain Science, 8, 709–710.
4. De Vega, M., Carreiras, M., Gutiérrez-calvo, M., y Alonso-Quecuty, M., (1990). Lectura y comprensión. Una perspectiva cognitiva. Madrid: Alianza.
5. Doctor, P., & Coltheart, M., (1980). Children's Use of Phonological Encoding when Reading for Meaning. Memory and Cognition, 8, 195–209
6. Ellis, A. W., Miller, D., & Sin, G., (1983). Wernicke's aphasia and normal language processing: A case study in cognitive neuropsychology. Cognition, 15, 111–144.
7. Ellis, A. W., & Young, A. W., (1988). Human Cognitive Neuropsychology. Hillsdale, NJ: LEA.
8. Feldman, L. B., & Turvey, M. T., (1983). Word recognition in Serbocroatian is phonologically analytic. Journal of Experimental Psychology: Human Perception and Performance, 9, 288–298.
9. Frost, R., Katz, L., & Bentin, S., (1987). Strategies for visual word recognition and orthographic depth: A multilingual comparison. Journal of Experimental Psychology: Human Perception and Performance, 13, 104–115.
10. García-albea, J. E., Sánchez-casas, R., y Delviso, S., (1982). Efecto de la frecuencia de uso en el reconocimiento de palabras. Investigaciones Psicológicas, 1, 24–63.
11. Haberlandt, K. T., & Graesser, A. C., (1985). Component processes in text comprehension and some of their interactions. Journal of Experimental Psychology: General, 114 (3), 357–374.
12. Hudson, P., & Bergman, M. W., (1985). Lexical knowledge in word recognition: Word length and word frequency in naming and lexical decision tasks. Memory and Language, 24, 46–58.
13. Just, M.Carpenter, P. A., (1980). A theory of reading: From eye fixations to comprehension. Psychological Review, 87, 329–354.
14. Justicia, F., (1994). El desarrollo del vocabulario. Diccionario de frecuencias. Granada: Servicio de Publicaciones de la Universidad de Granada.
15. Oden, G. C., (1984). Dependence, independence, and emergence of word features. Journal of Experimental Psychology: Human Perception and Performance, 10, 394–405.
16. Patterson, K., & Coltheart, M., (1987). Phonological processes in reading: A tutorial review. En M., Coltheart (Ed.), Attention & Performance XII: The Psychology of Reading (pp. 421–447). London: LEA.
17. Rack, J. P., Snowling, M. J., & Olson, R. K., (1992). The nonword reading deficit in developmental dyslexia. A review. Reading Research Quarterly, 27, 29–53.
18. Reitsma, P., (1984). Sound priming in beginning reading. Child Development, 55, 406–523.
19. Seguì, J., Frauenfelder, U. H., Laine, C., & Mehler, J., (1987). The word frequency effect for open -and closed-class items. Cognitive Neuropsychology, 4, 33–44.
20. Seidenberg, M. S., (1985). Explanatory adecuacy and models of word recognition. The Behavioral & Brain Sciences, 8, 724–726.
21. Siegel, L. S., (1992). An Evaluation of the Discrepancy Definition of Dyslexia. Journal of Learning Disabilities, 25 (10), 618–629.
22. Snowling, M. J., (1980). The Development of Grapheme-Phoneme Correspondence in Normal and Dyslexic Readers. Journal of Experimental Child Psychology, 29, 294–305.
23. Stanovich, K. E., (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21 (4), 360–406.
24. Stanovich, K. E., (1988). Explaining the differences between the dyslexic and garden variety poor reader: The phonological-core variance-difference model. Journal of Learning Disabilities, 21, 590–612.
25. Valle-Arroyo, F., (1989). Errores en lectura y escritura. Un modelo dual. Cognitiva, 2 (1), 35–63.
26. Valle-Arroyo, F., (1990). Spelling errors in Spanish. Reading and Writing. An Interdisciplinary Journal, 1 (2), 83–99.
27. Valle-Arroyo, F., y Cuetos, F., (1988). La dislexia desde el enfoque neurocognitivo. Revista de Neurologia de Sant Pau, 10, 9–19.
28. Wimmer, P., & Hummer, H., (1990). How German-speaking first graders read and spell: Doubts on the importance of the logographic stage. Applied Psycholinguistics, 11, 349–368.