Phonological processing test adaptation from a neuropsychological battery in 5 to 7 yearold children;Adaptación de las pruebas de procesamiento fonológico de una batería neuropsicológica en niños de 5 a 7 años

Infancia y Aprendizaje

Volumn 33, Issue 3, 2010, Pages 351-363

  Rueda, Verónica ^a   Bernal, Jorge ^a   Yánez, Guillermina ^a   Fernández, Thalía ^b   Guerrero, Vicente ^a   Ortega, Dulce ^a   Hernández, Brenda ^a  

^a UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO   (Mexico)

^b INSTITUTO DE NEUROBIOLOGÍA   (Mexico)

Author keywords

Phonological memory; Phonological processing; Phonological sensitivity; Rapid serial naming; Reading acquisition

Indexed keywords

EID: 77956987123     PISSN: 02103702     EISSN: 15784126     Source Type: Journal    
DOI: 10.1174/021037010792215073     Document Type: Article

References (39)

1. ANTHONY, J. & FRANCIS, D. (2005). Development of phonological awareness. Current Directions in Psychological Science, 14 (5), 255-259.
2. ANTHONY, J. & LONIGAN, C. (2004). The nature of phonological awareness: converging evidence from four studies of preschool and early grade school children. Journal of Educational Psychology, 96, 43-55.
3. ANTHONY, J., LONIGAN, C., BURGESS, S., DRISCOLL, K., PHILLIPS, B. & CANTOR, B. (2002). Structure of preschool phonological sensitivity: Overlapping sensitivity to rhyme, words, syllables, and phonemes. Journal of Experimental Child Psychology, 82, 65-92.
4. ANTHONY, J., LONIGAN, C., DRISCOLL, K., PHILLIPS, B. & BURGESS, S. (2003). Phonological sensitivity: A quasi-parallel progression of word structure units and cognitive operations. Reading Research Quarterly, 38, 470-487.
5. ÁVÍLA, R. (1993). Diccionario Infantil. México: Trillas.
6. BOWERS, P. G. & NEWBY-CLARK, E. (2002). The role of naming speed within a model of reading acquisition. Reading and Writing: An Interdisciplinary Journal, 15, 109-126.
7. BOWEY, J. (2002). Reflections on onset-rime and phoneme sensitivity as predictors of beginning word reading. Journal of Experimental Child Psychology, 82, 29-40.
8. BRETHERTON, L. & HOLMES, V. M. (2003). The relationship between auditory temporal processing, phonemic awareness, and reading disability. Journal of Experimental Child Psychology, 84, 218-248.
9. BRYANT, P. (1998). Sensitivity to Onset and rhyme does predict young children's reading: a comment on Muter, Hulme, Snowling and Taylor (1997). Journal of Experimental Child Psychology, 71, 29-37.
10. BRYANT, P. (2002). It doesn't matter whether onset and rime predicts reading better than phoneme awareness does or vice versa. Journal of Experimental Child Psychology, 82, 41-46.
11. CARROLL, J., SNOWLING, M., HULME, C. & STEVENSON, J. (2003). The developmental of phonological awareness in preschool children. Developmental Psychology, 39 (5), 913-923.
12. DENCKLA, M. B. & RUDEL, R. G. (1976). Rapid 'automatized' naming (R.A.N.): Dyslexia differentiated from other learning disabilities. Neuropsychologia, 14, 471-479.
13. GOSWAMI, U. (1993). Toward interactive analogy model of reading development: Decoding vowel graphemes in beginning reading. Journal of Experimental Child Psychology, 56, 443-475.
14. GOSWAMI, U. & BRYANT, P. (1992). Rhyme, Analogy and Children's reading. En P. Gough, L. Ehri & R. Treiman (Eds.), Reading Acquisition (pp. 49-64). Hillsdate, NJ: Lawrence Erlbaum.
15. HATCHER, P. & HULME, C. (1999). Phonemes, rhymes and intelligence as predictors of children responsiveness to remedial reading instruction: evidence from a longitudinal intervention study. Journal of Experimental Child Psychology, 72, 130-153.
16. HULME, C., MUTER, V. & SNOWLING, M. (1998). Segmentation does predict early progress in learning to read better than rhyme: a reply to Brayant. Journal of Experimental Child Psychology, 71, 39-44.
17. JIMÉNEZ, J. & ORTIZ, M. (1998). Conciencia fonológica y aprendizaje de la lectura: teoría, evaluación e intervención. Madrid: Síntesis.
18. MAJERUS, S., PONCELET, M. GREFFE, C. & VAN DER LINDEN, M. (2006). Relations between vocabulary development and verbal short - term memory: the relative importance of short term memory for serial order and item information. Journal of Experimental Child Psychology, 93, 95-119.
19. MIRANDA, A., BAIXAULI, I., SORIANO, M. & PRESENTACIÓN, M. J. (2003). Cuestiones pendientes en la investigación sobre dificultades del acceso al léxico: una visión de futuro. Revista de Neurología, 36, 20-28.
20. MODY, M. (2003). Phonological bases in reading disability: A review and analysis of the evidence. Reading and Writing: An Interdisciplinary Journal, 16, 21-39.
21. MUTER, V., HULME, C., SNOWLING, M. & TAYLOR, S. (1997). Segmentation, not rhyming, predicts early progress in learning to read. Journal of Experimental Child Psychology, 65, 370-396.
22. MUTER, V., HULME, C., SNOWLING, M. & TAYLOR, S. (1998). Segmentation, not rhyming, predicts early progress in learning to read. Journal of Experimental Child Psychology, 71, 3-27.
23. NOGUEIRA, G. J., CASTRO, A., NAVIERA, L., NOGUEIRA-ANTUÑANO, F., NATINZON, A., GIGLI, S. L., GROSSI, M. C., FRUGONE, M., LEOFANTI, H. & MARCHESI, M. (2005). Evaluación de las funciones cerebrales superiores en niños de 1° y 7° grado, pertenecientes a dos grupos socioeconómicos diferentes. Revista de Neurología, 40, 397-406.
24. OAKHILL, J. & KYLE, F. (2000). The relation between phonological awareness and working memory. Journal of Experimental Child Psychology, 75, 152-164.
25. RIGGS, K. L., MCTAGGART, J., SIMPSON, A. & FREEMAN, R. (2006). Changes in the capacity of visual working memory in 5-to-10 - years - olds. Journal of Experimental Child Psychology, 95, 18-26.
26. ROSSELLI, M., MATUTE, E., ARDILA, A., BOTERO, V., TANGARIFE, G. A., ECHEVARRÍA, S. E., ARBELAEZ, C., MEJÍA, M., MÉNDEZ, L. C., VILLA, P. C. & OCAMPO, P. (2004). Evaluación Neruopsicológica Infantil (ENI): Una batería para la evaluación de niños entre 5 y 16 años de edad. Estudio normativo colombiano. Revista de Neurología, 38, 720-731.
27. ROSSELLI, M., MATUTE, E., ARDILA, A. (2006). Predictores neuropsicológicos de la lectura en español. Revista de Neurología, 42, 202-210.
28. SCHATSCHNEIRDER, C., CARLSON, C., FRANCIS, D., FOORMAN, B. & FLETCHER, J. (2002). Relationship of rapid automatized naming and phonological awareness in early reading development: Implications for the double - deficit hypothesis. Journal of Learning Disabilities, 35 (3), 245-256.
29. STAHL, S. & MURRAY, B. (1994). Defining phonological awareness and its relationship to early reading. Journal of Educational Psychology, 86 (2), 221-234.
30. STANOVICH, K. E. (1992). Speculations on the causes and consequences of individual differences in early reading acquisition. En P. B. Gough, L. C. Ehri & R. Treiman (Eds.), Reading acquisition (pp. 307-342). Hillsdale, NJ: Lawrence Erlbaum.
31. TORGENSEN, J., WAGNER, R. & RASHOTTE, C. (1994). Longitudinal studies of phonological processing and reading. Journal of Learning Disabilities, 27, 276-286.
32. VALDOIS, S., BOSSE, M., ANS, B., CARBONNEL, S., ZORMAN, M., DAVID, D. & PELLAT, J. (2003). Phonological and visual processing deficits can dissociate in developmental dyslexia: Evidence from two case studies. Reading and Writing: An Interdisciplinary Journal, 16, 541-572.
33. VUKOVIC, R. K. & SIEGEL, L. S. (2006). The double-deficit hypothesis: a comprehensive analysis of the evidence. Journal of Learning Disabilities, 39, 25-47.
34. WAGNER, R. & TORGENSEN, J. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101 (2), 192-212.
35. WAGNER, R. K., TORGENSEN, J. K., LAUGHON, P., SIMMONS, K. & RASHOTTE, C. A. (1993). Developmental of young readers' phonological processing abilities. Journal of Educational Psychology, 85, 83-103.
36. WALTON, P. D. (1995). Rhyming ability, phoneme identity, letter-sound knowledge, and the use of orthographic analogy by pre-readers. Journal of Educational Psychology, 87, 587-597.
37. WOLF, M., GOLDBERG, A., GIDNEY, C., LOVETT, M., CIRINO, P. & MORRIS, R. (2002). The second deficit: an investigation of the independence of phonological and naming-speed deficits in developmental dyslexia. Reading and Writing: An Interdisciplinary Journal, 15, 43-72.
38. YÁÑEZ, G. (2000). Batería neuropsicológica para la evaluación de niños con trastornos del aprendizaje: estandarización con niños de la zona metropolitana de la ciudad de México. Tesis Doctoral. UNAM.
39. YÁÑEZ, G., HARMONY, H., BERNAL, J., RODRÍGUEZ, M., MAROSI, E. & FERNÁNDEZ, T. (2000). Presentación de una batería neuropsicológica para la evaluación de niños con trastornos del aprendizaje de la lectura: estudio con población normal. Revista Latinoamericana de Pensamiento y Lenguaje, 8 (1), 87-107.