Changes in reading strategies in school-age children

Spanish Journal of Psychology

Volumn 12, Issue 2, 2009, Pages 441-453

  Díaz, Gretel Sanabria ^a   Del Rosario Torres, María ^a   Iglesias, Jorge ^a   Mosquera, Raysil ^a   Reigosa, Vivian ^a   Santos, Elsa ^a   Lage, Agustín ^a   Estévez, Nancy ^a   Galán, Lidice ^a  

^a Centro de Neurociencias   (Cuba)

Author keywords

Dyslexic children; Reading strategies; Shifts; Spanish

Indexed keywords

EID: 73149122366     PISSN: 11387416     EISSN: 19882904     Source Type: Journal    
DOI: 10.1017/S1138741600001827     Document Type: Article

References (92)

1. Acha, J. & Perea, M. (2008). The effects of length and transposed letter similarity in lexical decision: Evidence with beginning, intermediate, and adult readers. British Journal of Psychology, 99, 245-264.
2. American Psychiatric Association (APA) (1994). Diagnostic and Statistical Manual of Mental Disorders. 4th edition. Washington DC; American Psychiatric Press.
3. Ardila, A. (1998). Semantic paralexias in Spanish language. Aphasiology, 12, 885-900.
4. Aro, M. & Wimmer. H. (2003). Learning to read: English in comparison to six more regular orthographies. Applied Psycholinguistics, 24, 621-635.
5. Baron, J. (1979). Orthographic and word specific mechanisms in children's reading of words. Child Development, 50, 60-72.
6. Bernabeu, M. & León, T. (2003). Arithmetic achievement test for Cuban school population. (personal communication).
7. Boder, E. (1973). Developmental dyslexia: A diagnostic approach based on three atypical reading-spelling patterns. Developmental Medicine and Child Neurology, 15, 663-687.
8. Bowey, J. A. & Underwood, N. (1996). Further evidence that orthographic rime usage in nonword reading increases with word-level reading proficiency. Journal of Experimental Child Psychology, 63, 526-562.
9. Caravolas, M. (2006). Refining the psycholinguistic grain size theory: effects of phonotactics and word formation on the availability of phonemes to preliterate children. Developmental Science, 9, 445-447.
10. Castles, A. & Coltheart, M. (1993). Varieties of developmental dyslexia. Cognition, 47, 149-180.
11. Castles, A. & Holmes, V. M. (1996). Subtypes of developmental dyslexia and lexical acquisition. Australian Journal of Psychology, 48, 130-135.
12. Chard, D. J., Vaughn, S. & Tyler, B. J. (2002). A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities. Journal of Learning Disabilities, 35, 386-406.
13. Coltheart, M. (2006). Dual route and connectionist models of reading: on overview. London Review of Education, 4, 5-17.
14. Coltheart, M., Curtis, B., Atkins, P. & Haller, M. (1993). Models of reading aloud: Dual-route and parallel-distributed-processing approaches. Psychological Review, 100, 589-608.
15. Coltheart, V. & Leahy, J. (1992). Children's and adults reading of nonwords: Effects of regularity and consistency. Journal of Experimental Psychology: Learning, Memory and Cognition, 18, 718-729.
16. Coltheart, M. & Rastle, K. (1994). Serial processing in reading aloud: Evidence for dual route models of reading. Journal of Experimental Psychology: Human Perception and Performance, 20, 1197-1211.
17. Coltheart, M, Rastle, K., Perry, C, Langdon, R. & Ziegler, J. (2001). DRC: A dual route cascaded model of visual word recognition and reading aloud. Psychological Review, 108, 204-256.
18. Cossu, G, Gugliotta, M. & Marshall, J. (1995). Adquisition of reading and written spelling in a transparent orthography: Two non parallel processes? Reading and Writing, 7, 9-22.
19. Cuetos, F. (1989). Lectura y escritura de palabras a través de la ruta fonológica. Infancia y Aprendizaje, 45, 71-84.
20. Davis, C. J. (1999). The Self-Organising Lexical Acquisition and Recognition (SOLAR) model of visual word recognition. Unpublished doctoral dissertation, University of New South Wales, Sydney, Australia.
21. Davis, C. (2005, September). Report of the OECD-CERI learning Suerices and Brain Research: Shallow vs non-shallow orthographies and learning to read workshop.
22. De Vega, M. & Carreiras, M. (1989, September). The role of graphemic frequency in visual word processing. Communication presented at the 3rd European Conference for Learning and Instruction. Madrid.
23. De Vega, M., Carreiras, M., Gutiérrez, M. & Alonso-Quecuty, M. L. (1990). Lectura y comprensión. Una perspectiva cognitiva. Madrid: Alianza Editorial.
24. Defior, S., Justicia, F. & Matos, F. (1996). The influence of lexical and sublexical variables in normal and poor Spanish readers. Reading and Writing: An Interdisciplinary Journal, 8, 487-497.
25. Domínguez, A. & Cuetos, F. (1992). Desarrollo de las habilidades de reconocimiento de palabras en niños con distintas competencias lectoras [Development of capacities for recognizing words in children with different reading skills]. Cognitiva, 4, 193-208.
26. Ellis, N. C. & Hopper, A. M. (2001). Why learning to read is easier in Welsh than in English: Orthographic transparency effects evinced with frequency-matched tests. Applied Psycholinguistics, 22, 571-599.
27. Frith, U., Wimmer, H. & Landerl, K. (1998). Differences in phonological reading in German and English speaking children. Scientific Studies of Reading, 2, 31-34.
28. Frost, R., Katz, L. & Bentin, S. (1987). Strategies for Visual Word Recognition and Orthographical Depth: A multilingual Comparison. Journal of Experimental Psychology: Human Perception and Performance, 13, 104-115.
29. Fuchs, L. S., Fuchs, D., Hosp, M. K. & Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5, 239-256.
30. Garcia-Albea, J. E., Sánchez-Casas, R. M. & Viso, S. (1982). Efectos de la frecuencia de uso en el reconocimiento de palabras. Investigaciones Psicológicas, 1, 24-61.
31. Genard, N., Alegría, J., Leybaert, J., Mousty, Ph. & Defior, S. (2005). La adquisición de la lectura y la escritura. Comparación translingüística. IberPsicología, 10, 3-17.
32. Gömez, P., Perea, M. & Ratcliff, R. (2003, November). The overlap of the encoding of letter positions. Poster presented at the 45th Annual Meeting of the Psychonomic Society, Vancouver, B. C., Canada.
33. Goswami, U. (2002). Phonology, Reading Development and Dyslexia: A cross-linguistic perspective. Annals of Dyslexia, 52, 141-163.
34. Goswami, U., Gombert, J. E. & Barrera, L. F. (1998). Children's orthographic representations and linguistic transparency: Nonsense word reading in English, French and Spanish. Applied Psycholinguistics, 19, 19-52.
35. Goswami, U., Porpodas, C. & Weelwright, S. (1997). Children's orthographic representations in English and Greek. European Journal of Psychology of Education, 3, 273-292.
36. Goswami, U., Ziegler, J. C., Dalton, L. & Schneider, W. (2001). Pseudohomophone Effects and Phonological Recoding Procedures in Reading Development in English and German. Journal of Memory and Language, 45, 648-664.
37. Goswami, U., Ziegler, J. C., Dalton, L. & Schneider, W. (2003). Nonword reading across orthographies: How flexible is the choice of reading units? Applied Psycholinguistics, 24, 235-247.
38. Grainger, J. & Jacobs, A. M. (1996). Orthographic processing in visual word recognition: A multiple read-out model. Psychological Review, 103, 518-565.
39. Grainger, J. & van Heuven, W. J. B. (2003). Modeling letter position coding in printed word perception. In P. Bonin (Ed.), The mental lexicon (pp. 1-23). New York: Nova Science.
40. Hagiliassis, N., Pratt, C. & Johnston, M. (2006). Orthographic and phonological processes in reading, Reading and Writing, 19, 235-263.
41. Hernández, D., Pérez, M. C., Morgades, R. M., Reigosa, V, Galán, L & Santos, E. (2007). Estudio de la negatividad de discrepancia auditiva en dos subtipos de niños con dislexia del desarrollo. Revista de logopedia, foniatría y audiologia, 27, 30-38.
42. Holopainen, L., Ahonen, T. & Lyytinen, H. (2001). Predicting delay in reading achievement in a highly transparent language. Journal of Learning Disabilities, 34, 401-413.
43. Houghton, G & Zorzi, M. (2003). Normal and impaired spelling in connectionist dual-route architecture. Cognitive Neumpsychology, 20, 115-162.
44. Ivanovic, R., Forno, H., Durán, M. C., Hazbún, J., Castro, C. & Ivanovic, D. (2003). Estudio de la capacidad intelectual (test de matrices progresivas de Raven) en escolares chilenos de 5 a 18 años. I. Antecedentes generales, normas y Recomendaciones. IberPsicologia, 8, 1.
45. Jackson, N. E. & Coltheart, M. (2001). Routes to reading success and failure: Toward an integrated cognitive psychology of atypical reading. New York, NY: Psychology Press.
46. Jenkins, J. R., Fuchs, L. S., van den Broek, P., Espin, C. & Deno, S. L. (2003). Accuracy and fluency in list and context reading of skills and reading disabled groups: Absolute and relative performance levels. Learning Disabilities Research and Practice, 18, 237-245.
47. Jenkins, J. R., Zumeta, R. & Dupree, O. (2005). Measuring gains in reading ability with passage reading fluency. Learning Disabilities Research & Practice, 20, 245-253.
48. Jiménez, J. E. & Guzmán, R. (2003). The influence of code oriented versus meaning oriented approaches to reading instruction on word recognition in the Spanish language. International Journal of Psychology, 38, 65-78.
49. Jiménez, J. E., Hernández, S. & Conforti, J. (2006). ¿Existen patrones diferentes de asimetria cerebral entre subtipos disléxicos? [Are there different brain asymmetry patterns among dyslexic subtypes?] Psicothema, 18, 507-513.
50. Jiménez, J. E. & Ramirez, G. (2002). Identifying subtypes of Reading Disability in the Spanish Language. The Spanish Journal of Psychology, 5, 3-19.
51. Lander, K., Wimmer, H. & Frith, U. (1997). The impact of orthographic consistency on dyslexia: A German-English comparison. Cognition, 63, 315-334.
52. Martin, F., Pratt, C. & Fraser, J. (2000). The use of orthographic and phonological strategies for the decoding of words in children's with developmental dyslexia and average readers. Dyslexia, 6, 231-247.
53. Mitterer, J. O. (1982). There are at least two kinds of poor readers: Whole-word poor readers and recoding poor readers. Canadian Journal of Psychology, 36, 445-461.
54. Metsala, J. L. (1997). An examination of word frequency and neighborhood density in the development of spoken-word recognition. Memory and Cognition, 25, 47-56.
55. Moll, K., Hutzler, F. & Wimmer, H. (2005). Developmental dyslexia in a regular orthography: A single case study. Neurocase, 11, 433-440.
56. Monsell, S., Patterson, K., Graham, A., Hughes, C. H. & Milroy, R. (1992). Lexical and sublexical translation of spelling to sound: strategic anticipation of lexical status. Journal of Experimental Psychology: Learning, Memory and Cognition, 18, 452-467.
57. Muller, K. & Brady, S. (2001). Correlates of early reading performance in a transparent orthography. Reading and Writing: An Interdisciplinary Journal, 14, 757-799.
58. Nergard-Nilssen, T. (2006). Word-decoding deficits in Norwegian: The impact of psycholinguistic marker effects. Reading and Writing, 19, 265-290.
59. Paulesu., E., Demonet, J., Fazio, F., McCrory, E., Chanoine, V., Brunswick, N. et al. (2001). Dyslexia: cultural diversity and biological unity. Science, 291, 2165-2167.
60. Piñeiro, A., Reigosa, V. & Manzano, M. (1999). Frecuencia escrita y oral de palabras del lenguaje infantil [Oral and written word frequency in child language]. Revista CENIC de Ciencias Biologicas, 30, 1765-178.
61. Price, C. J. & Mechelli, A. (2005). Reading and reading disturbance. Current Opinion in Neurobiology, 15, 231-238.
62. Rahbari, N. & Sénéchal, M. (2009). Lexical and nonlexical processes in the skilled reading and spelling of Persian. Reading and Writing, 22, 511-530.
63. Ramus, F. (2003). Developmental Dyslexia: Specific phonological deficit or general sensoriomotor dysfunction? Current Opinion in Neurobiology, 13, 212-218.
64. Ramus, F., Rosen, S., Dakin, S. C., Day, B. L., Castellote, J. M., White, S. & cols. (2003). Theories of developmental dyslexia: Insights from a multiple case study of dyslexic adults. Brain, 126, 841-865.
65. Rastle, K. & Coltheart, M. (1998). Whammies and double whammies: The effect of length on nonwords reading. Psychonomics Bulletin Review, 5, 277-282.
66. Rastle, K. & Coltheart, M. (1999a). Lexical and nonlexical phonological priming in reading aloud. Journal of Experimental Psychology: Human Perception and Performance, 25, 461-481.
67. Rastle, K. & Coltheart, M. (1999b). Serial and strategic effects in reading aloud. Journal of Experimental Psychology: Human Perception and Performance, 25, 482-503.
68. Raven, J. C., Court, J. H. & Raven, J. (1986). Manual for Raven's Progressive Matrices and Vocabulary Scales (Section 2) - Coloured Progressive Matrices (1986 edition with U. S. norms). London: Lewis.
69. Reigosa, V., Pérez-Abalo, M. C., Manzano, M. & Antelo, J. M. (1994). Sistema automatizado para explorar la lectura en escolares de habla hispana. Revista Latinoamericana de Pensamiento y Lenguaje, 2, 141-59.
70. Roman, A. A, Kirby, J. R., Parrila, R. K., Wade-Woolley, L. & Deacon, S. H. (2009). Toward a comprehensive view of the skills involved in word reading in Grades 4, 6, and 8. Journal of Experimental Child Psychology, 102, 96-113.
71. Rumelhart, D. E. & McClelland, J. L. (1982). An interactive activation model of context effects in letter perception: Part 2. The contextual enhancement effect and some tests and extensions of the model. Psychological Review, 89, 60-94.
72. Sears, C. R., Siakaluk, P. D., Chow, V. C. & Buchanan, L. (2008). Is there an effect of print exposure on the word frequency effect and the neighbourhood size effect? Journal of Psycholinguistic Research, 37, 269-291.
73. Seymour, P., Aro, M & Erskine, J. M. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94, 143.
74. Signorini, A. & Piacente, T. (2001). Adquisición de la lectura en espańol: Las habilidades de procesamiento de palabras en lectores iniciales. Revista IRICE, 15, 5-29.
75. Signorini, A. & Borzone, A. M. (2003). Aprendizaje de la lectura y escritura en espańol. El predominio de las estrategias fonológicas. Interdisciplinaria, 20, 5-30.
76. Snowling, M. & Hulme, C. (1994). The development of phonological skills. Philosophical Transactions of the Royal Society of London B Biological Sciences, 346, 21-27.
77. Snowling, M. J. (2001). From Language to reading and dyslexia. Dyslexia, 1, 37-46.
78. Temple, C. & Marshall, J. (1983). A case study of developmental phonological dyslexia. British Journal of Psychology, 74, 517-533.
79. Thorstad, G (1991). The effect of orthography on the acquisition of literacy skills. British Journal of Psychology, 82, 527-537.
80. Treiman, R. (1984). Individual differences among children in spelling and reading styles. Journal of Experimental Child Psychology, 37, 463-477.
81. Valle-Arroyo, F. (1989). Errores en lectura y escritura. Un modelo dual [Errors in reading and writing. A dual model.]. Cognitiva, 2, 35-63.
82. Valle-Arroyo, F. (1996). Dual-route models in Spanish: Developmental and neuropsychological data. En M. Carreiras & N. Sebastian (Eds), Language processing in Spanish, Hillsdale, NY: Erlbaum. pp. 89-118.
83. Whitney, C. (2001). How the brain encodes the order of letters in a printed word: The SERIOL model and selective literature review. Psychonomic Bulletin & Review, 8, 22-243.
84. Wimmer, H. (1996). The nonword reading deficit in developmental dyslexia: Evidence for childrens learning to read German. Journal of Experimental Child Psychology, 61, 80-90.
85. Wimmer, H. & Goswami, U. (1994). The influence of orthographic consistency on reading development: Word recognition in English and German children. Cognition, 51, 91-103.
86. Wydell, N., Butterworth, B. & Patterson, K. (1995). The Inconsistency of Consistency Effects in Reading: The Case of Japanese Kanji. Journal of Experimental Psychology: Learning, Memory, and Cognition, 24, 1155-1168.
87. Ziegler, J., Stone, G. O. & Jacobs, A. M. (1997). What is the pronunciation for-ouhg and the spelling for/u/? A database for computing feedforward and feedback consistency in English. Behaviour Research Methods, Instruments and Computers, 29, 600-618.
88. Ziegler, J. C., Perry, C., Wyatt, A. M, Ladner, D & Korne, S. (2003). Developmental dyslexia in different languages: Languagespecific or universal? Journal of Experimental Child Psychology, 86, 169-193.
89. Ziegler, J. C. & Goswami, U. (2005). Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages: A Psycholinguistic Grain Size Theory. Psychological Bulletin, 131, 3-29.
90. Ziegler, J. C. (2006). Do differences in brain activation challenge universal theories of dyslexia? Brain and Language, 98, 341-343.
91. Ziegler, J. C. & Goswami, U. (2006). Becoming literate in different language: similar problems, different solutions. Developmental Science, 9, 429-453.
92. Ziegler, J. C., Perry, C. & Coltheart, M. (2000). The DRC model of visual word recognition and reading aloud: An extension to German. European Journal of Cognitive Psychology, 12, 413-430.