En este trabajo se presenta un dossier bibliográfico que hace referencia a procedimientos de evaluación y de intervención sobre el aprendizaje de la lectura y sus dificultades desde la perspectiva cognitiva. Asimismo, se revisan algunas de las aportaciones más relevantes de la psicología cognitiva al estudio de la lectura, tanto en su adquisición como en las dificultades que pueda presentar el logro de esta habilidad. Los contenidos se organizan en torno a diversos temas tales como los mecanismos cognitivos que hacen posible la lectura, la transición de prelector a lector competente, los métodos de enseñanza y su incidencia en el desarrollo de la lectura, las creencias de los profesores sobre cómo enseñar a leer y las dificultades lectoras. El dossier bibliográfico está organizado en torno a los tópicos mencionados.

The primary purpose of the study reported here was to explore the effects of the complexity of syllable structure and the effects of task differences in the explanation of deficit in phonological awareness (PA). A sample of 97 subjects was selected and organized into three different groups: 29 readingdisabled (RD) children, 41 normal readers matched in age with the former, and 27 younger normal readers at the same reading level as those with reading disabilities. We administered PA tasks which included items with different complexity of syllable structure. The results showed that the complexity of syllable structure had no particularly marked effect on the dyslexic children. Rather, the isolation task revealed the phonological deficit across all syllable structures.

This study was designed to explore the double-deficit hypothesis (DDH) of developmental dyslexia in a sample of 133 Spanish children between the ages of 7 and 12 years. Four groups were formed on the basis of their performance in phonemic awareness and rapid automatized naming (RAN):(1) one group with low performance in naming speed (NS), but average in phonological awareness (PA; naming deficit subtype); (2) a second group with low performance in PA, but normal in NS (phonological deficit subtype); (3) a third group with low performance in both variables (doubledeficit subtype); and (4) a fourth group with no deficit in PA and NS (control group). The four groups were compared on measures of lexical access (naming word and pseudowords), fluency, orthographic abilities, and reading comprehension. The double-deficit subtype showed the most difficulties with reading, and the presence of deficit in RAN in naming deficit subtype affected measures of fluency but not orthographic abilities. However, fewer differences were noted between single-deficit subgroups. These results are partially consistent with the predictions of the DDH.

The aims of this study were (a) to determine whether Spanish children with reading disabilities (RD) show a speech perception deficit and (b) to explore the locus and nature of this perceptive deficit. A group of 29 children with RD, 41 chronological age-matched controls, and 27 reading ability-matched younger controls were tested on tasks of speech perception. The effect of linguistic unit (word vs. syllable) and type of phonetic contrast (voicing, place and manner of articulation) were analyzed in terms of the number of errors and the response time. The results revealed a speech perception deficit in Spanish children with RD that was independent of the type of phonetic contrast and of linguistic unit.

No abstract