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Identifying Subtypes of Reading Disability in the Spanish Language

Published online by Cambridge University Press:  10 April 2014

Juan E. Jiménez González  and
Gustavo Ramírez Santana
Juan E. Jiménez González*
Affiliation:
University of La Laguna
Gustavo Ramírez Santana
Affiliation:
University of La Laguna
*
Correspondence concerning this article should be addressed to Juan E. Jiménez González, Departamento de Psicología Evolutiva y de la Educación.Universidad de La Laguna. Campus de Guajara. 38200 Islas Canarias (Spain). E-mail: ejimenez@ull.es
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Abstract

This study was designed to examine the dyslexic subtypes in a transparent orthography (i.e., Spanish language). The subtyping procedure used comparison with chronological-age-matched and reading-level controls on reaction times (RTs) to high frequency words and to pseudowords. Using regression-based procedures, the authors identified 20 phonological and 48 surface dyslexics from a sample of 89 dyslexic third-grade children by comparing them to chronological-age-matched controls on RTs to high frequency and pseudoword reading. However, when the dyslexic subtypes were defined by reference to reading-level controls, the same 20 phonological dyslexics were defined, but only 19 surface dyslexics were identified. Nevertheless, the results of the phonological awareness tasks and error analysis do not validate the division of the dyslexic sample into these subgroups.

Esta investigación analiza los subtipos disléxicos en una ortografía transparente (i.e., lengua española). El procedimiento utilizado para la identificación de subtipos disléxicos consistió en la comparación de los tiempos de latencia (TL) entre palabras familiares y pseudopalabras, en una tarea de denominación. Se tomó como referencia un grupo control de lectores normales igualado en edad cronológica y un grupo control de lectores normales más jóvenes igualado en nivel lector con el grupo experimental de disléxicos. Mediante la técnica de regresión estadística, y como resultado de comparar los TL en palabras familiares y pseudopalabras de la muestra de disléxicos con los obtenidos en el grupo control de igual edad cronológica, se identificaron un total de 20 disléxicos fonológicos y 48 disléxicos de superficie de una muestra de 89 disléxicos de tercer curso de Primaria. Cuando los subtipos disléxicos fueron definidos con referencia al grupo control igualado en nivel lector, se identificaron a los mismos disléxicos fonológicos, pero solamente fueron identificados un total de 19 disléxicos de superficie. Sin embargo, los resultados obtenidos en las tareas de validación demuestran que ambos subtipos disléxicos comparten los mismos problemas fonológicos. Se concluye que la existencia de subtipos disléxicos podría estar reflejando las diferencias existentes entre los sistemas ortográficos.

Keywords

developmental dyslexiadyslexic subtypesphonological awarenesslearning disabilitiesreading-level matchregression methoddislexia evolutivasubtipos disléxicosconciencia fonológicadificultades de aprendizajediseño de nivel de lecturaregresión estadística
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 5 , Issue 1 , May 2002 , pp. 3 - 19
Copyright
Copyright © Cambridge University Press 2002

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