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Changes in Reading Strategies in School-Age Children

Published online by Cambridge University Press:  10 January 2013

Gretel Sanabria Díaz ,
María del Rosario Torres ,
Jorge Iglesias ,
Raysil Mosquera ,
Vivian Reigosa ,
Elsa Santos ,
Agustín Lage ,
Nancy Estévez  and
Lidice Galán
Gretel Sanabria Díaz*
Affiliation:
Centro de Neurociencias (Cuba)
María del Rosario Torres
Affiliation:
Centro de Neurociencias (Cuba)
Jorge Iglesias
Affiliation:
Centro de Neurociencias (Cuba)
Raysil Mosquera
Affiliation:
Centro de Neurociencias (Cuba)
Vivian Reigosa
Affiliation:
Centro de Neurociencias (Cuba)
Elsa Santos
Affiliation:
Centro de Neurociencias (Cuba)
Agustín Lage
Affiliation:
Centro de Neurociencias (Cuba)
Nancy Estévez
Affiliation:
Centro de Neurociencias (Cuba)
Lidice Galán
Affiliation:
Centro de Neurociencias (Cuba)
*
Correspondence concerning this article should be addressed to Gretel Sanabria Díaz. Departamento de Neuroimágenes Clínicas, Centro de Neurociencias, Avenida 25, n°15202, esquina a 158, Cubanacán, La Habana, (Cuba). Phone: 537- 208-3990. E-mail: gretels@cneuro.edu.cu,gretels1404@yahoo.com
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Abstract

Learning to read is one of the most important cognitive milestones in the human social environment. One of the most accepted models explaining such process is the Double-Route Cascaded Model. It suggests the existence of two reading strategies: lexical and sublexical. In the Spanish language there are some contradictions about how these strategies are applied for reading. In addition, there are only a few studies dealing with the analysis of shifts between them, achieving a fluent reading process. In this paper we use a reading task including words and pseudowords for characterizing the cost of shifting between reading strategies in children with developmental dyslexia and normal controls. Our results suggest the presence of both strategies in these two experimental groups. In controls, both strategies become more efficient in correspondence to the increased exposition to written material. However, in children with developmental dyslexia only the lexical strategy exhibits such improvement. Their also point to a low cost for shifting between strategies in controls and a much more significant one in children with developmental dyslexia, differentiating subgroups with distinct shifting patterns.

El aprendizaje de la lectura constituye uno de los hitos cognitivos más importantes del entorno social humano. Uno de los modelos de lectura más aceptados ha sido el Modelo de Doble Ruta en Cascada que sugiere la existencia de dos estrategias de lectura: lexical y sublexical. En el idioma español existen datos contradictorios acerca de cómo se aplican estas estrategias y no hay estudios que describan cómo se realizan los cambios de una a otra para lograr una lectura fluida. En este trabajo utilizamos una tarea de lectura de palabras y pseudopalabras para caracterizar el costo de cambio de una a otra estrategia en niños buenos lectores y niños con dislexia del desarrollo. Nuestros resultados sugieren la presencia de ambas estrategias en los dos grupos. En los niños buenos lectores ambas estrategias se hacen más eficientes con el grado de exposición a la lectura. Sin embargo, en los niños disléxicos esto solo ocurre en la estrategia lexical. Además, indican que los niños buenos lectores desarrollan un bajo costo en el cambio de estrategia de lectura mientras que un subgrupo de niños disléxicos presenta un costo mayor, conformándose subgrupos con patrones diferentes de afectación selectiva.

Keywords

reading strategiesshiftsSpanishdyslexic childrenestrategias de lecturacambioespañolniños disléxicos
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 12 , Issue 2 , November 2009 , pp. 441 - 453
Copyright
Copyright © Cambridge University Press 2009

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