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Word identification and reading disorders in the Spanish language.

J E Jiménez González1, I Hernández Valle

  • 1Department of Developmental and Educational Psychology, University of La Laguna, Islas Canarias, España. ejimenez@ull.es

Journal of Learning Disabilities
|October 28, 2004
PubMed
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Children with reading disability (RD) show deficits in phonological processing, even in transparent orthographies like Spanish. This challenges the idea that RD is solely a developmental lag in such languages.

Area of Science:

  • Developmental Psychology
  • Cognitive Neuroscience
  • Linguistics

Background:

  • Reading disability (RD) is often linked to phonological processing deficits.
  • Transparent orthographies, like Spanish, are hypothesized to show developmental lags rather than specific deficits in RD.
  • Previous research primarily focused on opaque orthographies, like English.

Purpose of the Study:

  • To test the hypothesis that children with RD exhibit phonological skill deficits, even in transparent orthographies.
  • To differentiate between a specific deficit and a developmental lag in phonological processing for Spanish-speaking children with RD.
  • To investigate the impact of linguistic factors on reading performance in children with and without RD.

Main Methods:

  • A reading-level-match design was employed with 118 participants.

Related Experiment Videos

  • Three groups were formed: children with RD, age-matched normal readers, and reading-level-matched normal readers.
  • Two experiments assessed lexicality, word frequency, word length, and syllable frequency effects on lexical decision and word naming, analyzing naming errors.

    • Main Results:

    • Evidence suggests a phonological processing deficit in children with RD, even within a transparent orthography.
    • Differences were observed between reading-level-matched groups, particularly in nonword reading.
    • The findings indicate that phonological difficulties are present in RD regardless of orthographic transparency.

    Conclusions:

    • Phonological processing deficits are a characteristic of reading disability, irrespective of the orthographic transparency of the language.
    • The study provides evidence against the developmental lag hypothesis in transparent orthographies for RD.
    • Interventions targeting phonological skills may be crucial for children with RD, even in languages like Spanish.