Prosodic Perception Problems in Spanish Dyslexia

Cuetos, Fernando; Martínez-García, Cristina; Suárez‐Coalla, Paz

doi:10.1080/10888438.2017.1359273

Cited by 23 publications

(23 citation statements)

References 40 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The third task is also important because a study by [ 30 ] established that Spanish children with dyslexia had poorer outcomes than the controls in stress assignment tasks. Another recent study confirms the presence of prosodic difficulties in dyslexic students which may depend on subtle auditive deficits [ 31 ].…”

Section: Introductionmentioning

confidence: 68%

Prevalence of Developmental Dyslexia in Spanish University Students

2018

View full text Add to dashboard Cite

A recent concern in the field of dyslexia studies is the lack of awareness and attention to university students suffering from this condition. If this problem is serious in countries where the relative opacity of the writing system allows for an early detection and, therefore, effective interventions, it is most critical in countries where transparent spelling makes such detection difficult, except in the most severe cases. In Spain, the diagnosis of dyslexia is rare among university-level adults. The present study pursues three aims: (a) to put forward a screening instrument for the detection of university students at risk of dyslexia, (b) to determine the ratio of university students that could be at risk of dyslexia by means of two different procedures, and (c) to create awareness for a disorder that causes hitherto unrecognized difficulties for an important subgroup of the college population. Six hundred and eighty-six university students in four different fields of study within the general area of Social Sciences from a public University in Madrid completed a Spanish-adapted version of a protocol including stress assignment, spelling words and nonwords, and timed phonological working memory of reading and writing task. Results showed that between 1.6% and 6.4% of this population could be at risk of suffering dyslexia. Such risk is not evenly distributed across the four fields of study. As for gender, the first criterion used yields 1.8 males at risk for every female, but the second criterion has as many males as females at risk. Women were significantly better than men in word spelling. Spelling was best predicted by the timed phonological working memory task of reading and writing.

show abstract

Section: Introductionmentioning

confidence: 68%

Prevalence of Developmental Dyslexia in Spanish University Students

2018

View full text Add to dashboard Cite

show abstract

“…The origin of literacy acquisition problems has been repeatedly attributed to deficits in phonological processing or the ability to identify and manipulate speech sounds (Goswami and Bryant, 1990;Stanovich and Siegel, 1994;Serrano and Defior, 2008). Moreover, recent studies suggest that the phonological deficit could be partially caused by certain subtle disorders in sound perception, preventing children with dyslexia from developing good phonological representation (Goswami, 2002;Boets et al, 2006;Beattie and Manis, 2012;Cuetos et al, 2018). Consequently, disorders in sound perception could determine phonological awareness and literacy acquisition, which could cause more pronounced and profound problems for foreign language (FL) learning.…”

Section: Developmental Dyslexiamentioning

confidence: 99%

Reading in English as a Foreign Language by Spanish Children With Dyslexia

2020

Self Cite

View full text Add to dashboard Cite

It has been reported that children with dyslexia have difficulties with learning a second language. The English alphabetic code is opaque, and it has been stated that deep orthographies cause important problems in children with dyslexia. Considering the strong differences between the Spanish and English orthographic systems, we predicted English reading problems in Spanish-speaking children with dyslexia. The current study focused on English as a foreign language in a group of 22 Spanish children with dyslexia (8-12 year olds), compared to a control group matched for age, gender, grade, and socioeconomic status. The objective was to identify the main difficulties that Spanish-speaking children with dyslexia demonstrate during English reading, to develop specific teaching programs. Participants were given four tasks related to reading: discrimination of phonemes, visual lexical decision, reading aloud, and oral vs. written semantic classification. The results suggest that children with dyslexia demonstrate problems in using English grapheme-phoneme rules, forcing them to employ a lexical strategy to read English words. However, they also showed difficulties in developing orthographic representations of words. Finally, they also exhibited problems with oral language, demonstrating difficulties accessing semantic information from an auditory presentation.

show abstract

“…Several studies have found limited prosodic skills in subjects with dyslexia (Cuetos et al, 2018;Goswami et al, 2010Leong et al, 2011). For instance, Leong et al (2011) tested the perception of syllable stress in English-speaking adults with dyslexia.…”

Section: Group Comparisonsmentioning

confidence: 99%

“…There is increasing interest in the relationship between prosodic sensitivity (PS) and reading. Empirical evidence for the influence of PS on reading comes from studies comparing persons with and without dyslexia (Cuetos, Martínez-García, & Suárez-Coalla, 2018;Goswami, Gerson, & Astruc, 2010;Leong, Hämäläinen, Soltész, & Goswami, 2011) as well as correlational studies (Arciuli, 2017;Clin, Wade-Woolley, & Heggie, 2009;Defior, Gutiérrez-Palma, & Cano-Marín, 2012;Goswami et al, 2010;Holliman et al, 2017;Holliman, Wood, & Sheehy, 2008, 2010a, 2010bJarmulowicz, Taran, & Hay, 2007). However, some studies report an effect only for a subsample of a certain age (Gutiérrez-Palma, Defior, Jiménez-Fernández, Serrano, & González-Trujillo, 2016;Lin, Wang, Newman, & Li, 2018) or a certain type of reading outcome (Wade-Woolley, 2016;Whalley & Hansen, 2006).…”

Section: Introductionmentioning

confidence: 99%

Prosodic sensitivity and reading fluency of musicians and non-musicians

et al. 2020

View full text Add to dashboard Cite

This study investigates the effects of prosodic sensitivity on reading. Highly capable adult musicians (i.e., persons with potentially excellent prosodic skills) and non-musicians were compared in terms of prosodic sensitivity and reading. Furthermore, the study examines possible reciprocal effects of prosodic sensitivity and reading. Sixty native German-speaking university students, musicians (n = 30) and non-musicians (n = 30), completed three measures of prosodic sensitivity on the sentence level. In addition, word and nonword reading were tested. To check for possible reciprocal effects of prosodic sensitivity and reading, groups of musicians and non-musicians matched on the reading level as well as the prosodic sensitivity level were compared. The results showed that musicians outperformed non-musicians in two of the three prosodic sensitivity measures and both reading measures. Considering subgroup analysis this seems to indicate a non-reciprocal effect of prosodic sensitivity on reading. Moreover, when controlling for phonological awareness, prosodic sensitivity showed a unique effect on reading in the whole sample. Based on the results, we argue that good prosodic sensitivity can facilitate reading performance.

show abstract

Prosodic Perception Problems in Spanish Dyslexia

Cited by 23 publications

References 40 publications

Prevalence of Developmental Dyslexia in Spanish University Students

Prevalence of Developmental Dyslexia in Spanish University Students

Reading in English as a Foreign Language by Spanish Children With Dyslexia

Prosodic sensitivity and reading fluency of musicians and non-musicians

Contact Info

Product

Resources

About