All Title Author
Keywords Abstract

Publish in OALib Journal
ISSN: 2333-9721
APC: Only $99


Relative Articles

La Dislexia del Desarrollo: Gen, Cerebro y Cognición Developmental Dyslexia: Gen, Brain, and Cognition

Mejorar la fluidez lectora en dislexia: dise o de un programa de intervención en espa ol / Improving reading fluency in dyslexia: designing a Spanish

Dyslexia subtypes in languages differing in orthographic transparency:English, French and Spanish / Subtipos de dislexia en lenguas que difieren en la transparencia ortográfica: inglés, francés y espa ol

O déficit em consciência fonológica e sua rela o com a dislexia: diagnóstico e interven o The deficit in phonological awareness and its relation with dyslexia: diagnosis and intervention

Interven o precoce em escolares de risco para a dislexia: revis o da literatura Early intervention in students at risk for dyslexia: literature review

Re-Defining Dyslexia: Accounting for variability/Redefiniendo la dislexia: explicando la variabilidad

Associa o da dislexia do desenvolvimento com comorbidade emocional: um estudo de caso Association between developmental dyslexia and emotional co-morbidity: case report

Allophonic Perception in Dyslexia: An Overview / Percepción alofónica en la dislexia: una revisión

Eficácia do treinamento de habilidades fonológicas em crian as de risco para dislexia Efficacy of phonological skills training program in children under risk of dyslexia

Coordena o motora fina de escolares com dislexia e transtorno do déficit de aten o e hiperatividade Fine motor coordination of students with dyslexia and attention deficit disorder with hiperactivity


Evaluación de la dislexia en la escuela primaria: Prevalencia en espa ol / Evaluating dyslexia in primary school children: Prevalence in Spanish

Keywords: Prevalence Developmental Dyslexia , Reading Acquisition Difficulty , Reading Delay

Full-Text   Cite this paper   Add to My Lib


We present a sequential procedure aimed at detecting reading acquisition difficulties. Data were collected from a representative sample (N=2012) of 2nd, 4th, and 6th graders from all state schools (n=14) and private schools (N=5) in a single district. In the first step, a silent reading test (Test de Eficiencia Lectora TECLE) was collectively conducted. It identified 273 children who presented reading difficulties that could not be explained by other causes (cognitive, sensory, behavioural, linguistic, and social). In the second step, the selected sample were administered a reading test (words and pseudo-words), and an orthographic test (words presenting inconsistent phoneme-to-grapheme items) to identify more basic phonological and orthographical deficits which might explain the reading difficulties detected using the Test de Eficiencia Lectora TECLE. The results showed a greater incidence of reading problems in 2nd-grade students (15.2%) than in 4th-grade (9.3%) and 6th-grade (10.9%) students. This difference could be explained by the presence of 2nd graders with reading difficulties who can overcome their difficulties without any special intervention. We also show that a large part of the global reading delay observed can be explained by difficulties in basic decoding and orthographic abilities.


comments powered by Disqus