Hostname: page-component-cd9895bd7-p9bg8 Total loading time: 0 Render date: 2024-12-25T05:51:20.943Z Has data issue: false hasContentIssue false
  • English
  • Français

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
Get access Rights & Permissions [Opens in a new window]

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

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Acha, J.& Perea, M. (2008). The effects of length and transposed letter similarity in lexical decision: Evidence with beginning, intermediate, and adult readers. British Journal of Psychology, 99, 245–264.Google Scholar
American Psychiatric Association (APA) (1994). Diagnostic and Statistical Manual of Mental Disorders. 4th edition. Washington DC; American Psychiatric Press.Google Scholar
Ardila, A. (1998). Semantic paralexias in Spanish language. Aphasiology, 12, 885–900.CrossRefGoogle Scholar
Aro, M.& Wimmer., H. (2003). Learning to read: English in comparison to six more regular orthographies. Applied Psycholinguistics, 24, 621–635.CrossRefGoogle Scholar
Baron, J. (1979). Orthographic and word specific mechanisms in children's reading of words. Child Development, 50, 60–72.CrossRefGoogle Scholar
Bernabeu, M.& León, T. (2003). Arithmetic achievement test for Cuban school population. (personal communication).Google Scholar
Boder, E. (1973). Developmental dyslexia: A diagnostic approach based on three atypical reading-spelling patterns. Developmental Medicine and Child Neurology, 15, 663–687.CrossRefGoogle ScholarPubMed
Bowey, J.A.& Underwood, N. (1996). Further evidence that orthographic rime usage in nonword reading increases with word-level reading proficiency. Journal of Experimental Child Psychology, 63, 526–562.CrossRefGoogle ScholarPubMed
Caravolas, M. (2006). Refining the psycholinguistic grain size theory: effects of phonotactics and word formation on the availability of phonemes to preliterate children. Developmental Science, 9, 445–447.CrossRefGoogle ScholarPubMed
Castles, A.& Coltheart, M. (1993). Varieties of developmental dyslexia. Cognition, 47, 149–180.Google Scholar
Castles, A.& Holmes, V.M. (1996). Subtypes of developmental dyslexia and lexical acquisition. Australian Journal of Psychology, 48, 130–135.Google Scholar
Chard, D. J., Vaughn, S.& Tyler, B. J. (2002). A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities. Journal of Learning Disabilities, 35, 386–406.Google Scholar
Coltheart, M. (2006). Dual route and connectionist models of reading: on overview. London Review of Education, 4, 5–17.CrossRefGoogle Scholar
Coltheart, M., Curtis, B., Atkins, P.& Haller, M. (1993). Models of reading aloud: Dual-route and parallel-distributed-processing approaches. Psychological Review, 100, 589–608.CrossRefGoogle Scholar
Coltheart, V.& Leahy, J. (1992). Children's and adults reading of nonwords: Effects of regularity and consistency. Journal of Experimental Psychology: Learning, Memory and Cognition, 18, 718–729.Google ScholarPubMed
Coltheart, M.& Rastle, K. (1994). Serial processing in reading aloud: Evidence for dual route models of reading. Journal of Experimental Psychology: Human Perception and Performance, 20, 1197–1211.Google Scholar
Coltheart, M., Rastle, K., Perry, C., Langdon, R.& Ziegler, J. (2001). DRC: A dual route cascaded model of visual word recognition and reading aloud. Psychological Review, 108, 204–256.Google Scholar
Cossu, G., Gugliotta, M.& Marshall, J. (1995). Adquisition of reading and written spelling in a transparent orthography: Two non parallel processes? Reading and Writing, 7, 9–22.CrossRefGoogle Scholar
Cuetos, F. (1989). Lectura y escritura de palabras a través de la ruta fonológica. Infancia y Aprendizaje, 45, 71–84.CrossRefGoogle Scholar
Davis, C. J. (1999). The Self-Organising Lexical Acquisition and Recognition (SOLAR) model of visual word recognition. Unpublished doctoral dissertation, University of New South Wales, Sydney, Australia.Google Scholar
Davis, C. (2005, September). Report of the OECD-CERI learning Suerices and Brain Research: Shallow vs non-shallow orthographies and learning to read workshop.Google Scholar
De Vega, M.& Carreiras, M. (1989, September). The role of graphemic frequency in visual word processing. Communication presented at the 3rd European Conference for Learning and Instruction. Madrid.Google Scholar
De Vega, M., Carreiras, M., Gutiérrez, M.& Alonso-Quecuty, M.L. (1990). Lectura y comprensión. Una perspectiva cognitiva. Madrid: Alianza Editorial.Google Scholar
Defior, S., Justicia, F.& Matos, F. (1996). The influence of lexical and sublexical variables in normal and poor Spanish readers. Reading and Writing: An Interdisciplinary Journal, 8, 487–497.CrossRefGoogle Scholar
Domínguez, A.& Cuetos, F. (1992). Desarrollo de las habilidades de reconocimiento de palabras en niños con distintas competencias lectoras [Development of capacities for recognizing words in children with different reading skills]. Cognitiva, 4, 193–208.Google Scholar
Ellis, N.C.& Hopper, A.M. (2001). Why learning to read is easier in Welsh than in English: Orthographic transparency effects evinced with frequency-matched tests. Applied Psycholinguistics, 22, 571–599.CrossRefGoogle Scholar
Frith, U., Wimmer, H.& Landerl, K. (1998). Differences in phonological reading in German and English speaking children. Scientific Studies of Reading, 2, 31–34.Google Scholar
Frost, R., Katz, L.& Bentin, S. (1987). Strategies for Visual Word Recognition and Orthographical Depth: A multilingual Comparison. Journal of Experimental Psychology: Human Perception and Performance, 13, 104–115.Google ScholarPubMed
Fuchs, L. S., Fuchs, D., Hosp, M. K.& Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5, 239–256.CrossRefGoogle Scholar
García-Albea, J.E., Sánchez-Casas, R.M.& Viso, S. (1982). Efectos de la frecuencia de uso en el reconocimiento de palabras. Investigaciones Psicológicas, 1, 24–61.Google Scholar
Genard, N., Alegría, J., Leybaert, J., Mousty, Ph.& Defior, S. (2005). La adquisición de la lectura y la escritura. Comparación translingüística. IberPsicología, 10, 3–17.Google Scholar
Gómez, P., Perea, M.& Ratcliff, R. (2003, November). The overlap of the encoding of letter positions. Poster presented at the 45th Annual Meeting of the Psychonomic Society, Vancouver, B.C., Canadá.Google Scholar
Goswami, U. (2002). Phonology, Reading Development and Dyslexia: A cross-linguistic perspective. Annals of Dyslexia, 52, 141–163.CrossRefGoogle Scholar
Goswami, U., Gombert, J.E.& Barrera, L.F. (1998). Children's orthographic representations and linguistic transparency: Nonsense word reading in English, French and Spanish. Applied Psycholinguistics, 19, 19–52.CrossRefGoogle Scholar
Goswami, U., Porpodas, C.& Weelwright, S. (1997). Children's orthographic representations in English and Greek. European Journal of Psychology of Education, 3, 273–292.Google Scholar
Goswami, U., Ziegler, J.C., Dalton, L.& Schneider, W. (2001). Pseudohomophone Effects and Phonological Recoding Procedures in Reading Development in English and German. Journal of Memory and Language, 45, 648–664.Google Scholar
Goswami, U., Ziegler, J.C., Dalton, L.& Schneider, W. (2003). Nonword reading across orthographies: How flexible is the choice of reading units? Applied Psycholinguistics, 24, 235–247.CrossRefGoogle Scholar
Grainger, J.& Jacobs, A. M. (1996). Orthographic processing in visual word recognition: A multiple read-out model. Psychological Review, 103, 518–565.CrossRefGoogle ScholarPubMed
Grainger, J.& van Heuven, W. J. B. (2003). Modeling letter position coding in printed word perception. In Bonin, P. (Ed.), The mental lexicon (pp. 1–23). New York: Nova Science.Google Scholar
Hagiliassis, N., Pratt, C.& Johnston, M. (2006). Orthographic and phonological processes in reading, Reading and Writing, 19, 235–263.Google Scholar
Hernández, D., Pérez, M.C, Morgades, R.M., Reigosa, V., Galán, L& Santos, E. (2007). Estudio de la negatividad de discrepancia auditiva en dos subtipos de niños con dislexia del desarrollo. Revista de logopedia, foniatría y audiología, 27, 30–38.CrossRefGoogle Scholar
Holopainen, L., Ahonen, T.& Lyytinen, H. (2001). Predicting delay in reading achievement in a highly transparent language. Journal of Learning Disabilities, 34, 401–413.Google Scholar
Houghton, G.& Zorzi, M. (2003). Normal and impaired spelling in connectionist dual-route architecture. Cognitive Neuropsychology, 20, 115–162.Google Scholar
Ivanovic, R., Forno, H., Durán, M.C., Hazbún, J., Castro, C.& Ivanovic, D. (2003). Estudio de la capacidad intelectual (test de matrices progresivas de Raven) en escolares chilenos de 5 a 18 años. I. Antecedentes generales, normas y Recomendaciones. IberPsicologia, 8, 1.Google Scholar
Jackson, N.E.& Coltheart, M. (2001). Routes to reading success and failure: Toward an integrated cognitive psychology of atypical reading. New York, NY: Psychology Press.Google Scholar
Jenkins, J. R., Fuchs, L. S., van den Broek, P., Espin, C.& Deno, S. L. (2003). Accuracy and fluency in list and context reading of skills and reading disabled groups: Absolute and relative performance levels. Learning Disabilities Research and Practice, 18, 237–245.CrossRefGoogle Scholar
Jenkins, J.R., Zumeta, R.& Dupree, O. (2005). Measuring gains in reading ability with passage reading fluency. Learning Disabilities Research & Practice, 20, 245–253.CrossRefGoogle Scholar
Jiménez, J.E.& Guzmán, R. (2003). The influence of code oriented versus meaning oriented approaches to reading instruction on word recognition in the Spanish language. International Journal of Psychology, 38, 65–78.Google Scholar
Jiménez, J.E., Hernández, S.& Conforti, J. (2006). ¿Existen patrones diferentes de asimetría cerebral entre subtipos disléxicos? [Are there different brain asymmetry patterns among dyslexic subtypes?] Psicothema, 18, 507–513.Google Scholar
Jiménez, J.E.& Ramírez, G. (2002). Identifying subtypes of Reading Disability in the Spanish Language. The Spanish Journal of Psychology, 5, 3–19.Google Scholar
Lander, K., Wimmer, H.& Frith, U. (1997). The impact of orthographic consistency on dyslexia: A German-English comparison. Cognition, 63, 315–334.CrossRefGoogle Scholar
Martin, F., Pratt, C.& Fraser, J. (2000). The use of orthographic and phonological strategies for the decoding of words in children's with developmental dyslexia and average readers. Dyslexia, 6, 231–247.3.0.CO;2-3>CrossRefGoogle ScholarPubMed
Mitterer, J.O. (1982). There are at least two kinds of poor readers: Whole-word poor readers and recoding poor readers. Canadian Journal of Psychology, 36, 445–461.Google Scholar
Metsala, J.L. (1997). An examination of word frequency and neighborhood density in the development of spoken-word recognition. Memory and Cognition, 25, 47–56.Google Scholar
Moll, K., Hutzler, F.& Wimmer, H. (2005). Developmental dyslexia in a regular orthography: A single case study. Neurocase, 11, 433–440.Google Scholar
Monsell, S., Patterson, K., Graham, A., Hughes, C.H.& Milroy, R. (1992). Lexical and sublexical translation of spelling to sound: strategic anticipation of lexical status. Journal of Experimental Psychology: Learning, Memory and Cognition, 18, 452–467.Google Scholar
Muller, K.& Brady, S. (2001). Correlates of early reading performance in a transparent orthography. Reading and Writing: An Interdisciplinary Journal, 14, 757–799.Google Scholar
Nergard- Nilssen, T. (2006). Word-decoding deficits in Norwegian: The impact of psycholinguistic marker effects. Reading and Writing, 19, 265–290.CrossRefGoogle Scholar
Paulesu., E., Demonet, J., Fazio, F., McCrory, E., Chanoine, V., Brunswick, N. et al. (2001). Dyslexia: cultural diversity and biological unity. Science, 291, 2165–2167.Google Scholar
Piñeiro, A., Reigosa, V.& Manzano, M. (1999). Frecuencia escrita y oral de palabras del lenguaje infantil [Oral and written word frequency in child language]. Revista CENIC de Ciencias Biológicas, 30, 1765–178.Google Scholar
Price, C.J.& Mechelli, A. (2005). Reading and reading disturbance. Current Opinion in Neurobiology, 15, 231–238.Google Scholar
Rahbari, N.& Sénéchal, M. (2009). Lexical and nonlexical processes in the skilled reading and spelling of Persian. Reading and Writing, 22, 511–530.Google Scholar
Ramus, F. (2003). Developmental Dyslexia: Specific phonological deficit or general sensoriomotor dysfunction? Current Opinion in Neurobiology, 13, 212–218.CrossRefGoogle ScholarPubMed
Ramus, F., Rosen, S., Dakin, S. C., Day, B.L., Castellote, J. M., White, S. & cols. (2003). Theories of developmental dyslexia: Insights from a multiple case study of dyslexic adults. Brain, 126, 841–865.Google Scholar
Rastle, K.& Coltheart, M. (1998). Whammies and double whammies: The effect of length on nonwords reading. Psychonomics Bulletin Review, 5, 277–282.Google Scholar
Rastle, K.& Coltheart, M. (1999a). Lexical and nonlexical phonological priming in reading aloud. Journal of Experimental Psychology: Human Perception and Performance, 25, 461–481.Google Scholar
Rastle, K.& Coltheart, M. (1999b). Serial and strategic effects in reading aloud. Journal of Experimental Psychology: Human Perception and Performance, 25, 482–503.Google Scholar
Raven, J.C., Court, J.H.& Raven, J. (1986). Manual for Raven's Progressive Matrices and Vocabulary Scales (Section 2) - Coloured Progressive Matrices (1986 edition with U.S. norms). London: Lewis.Google Scholar
Reigosa, V., Pérez-Abalo, M.C, Manzano, M.& Antelo, J.M. (1994). Sistema automatizado para explorar la lectura en escolares de habla hispana. Revista Latinoamericana de Pensamiento y Lenguaje, 2, 141–59.Google Scholar
Roman, A.A, Kirby, J.R., Parrila, R.K., Wade-Woolley, L.& Deacon, S.H. (2009). Toward a comprehensive view of the skills involved in word reading in Grades 4, 6, and 8. Journal of Experimental Child Psychology, 102, 96–113.Google Scholar
Rumelhart, D. E.& McClelland, J. L. (1982). An interactive activation model of context effects in letter perception: Part 2. The contextual enhancement effect and some tests and extensions of the model. Psychological Review, 89, 60–94.CrossRefGoogle ScholarPubMed
Sears, C.R., Siakaluk, P.D., Chow, V.C.& Buchanan, L. (2008). Is there an effect of print exposure on the word frequency effect and the neighbourhood size effect? Journal of Psycholinguistic Research, 37, 269–291.Google Scholar
Seymour, P., Aro, M& Erskine, J.M. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94, 143.CrossRefGoogle ScholarPubMed
Signorini, A.& Piacente, T. (2001). Adquisición de la lectura en español: Las habilidades de procesamiento de palabras en lectores iniciales. Revista IRICE, 15, 5–29.Google Scholar
Signorini, A.& Borzone, A. M. (2003). Aprendizaje de la lectura y escritura en español. El predominio de las estrategias fonológicas. Interdisciplinaria, 20, 5–30.Google Scholar
Snowling, M.& Hulme, C. (1994). The development of phonological skills. Philosophical Transactions of the Royal Society of London B Biological Sciences, 346, 21–27.Google Scholar
Snowling, M.J. (2001). From Language to reading and dyslexia. Dyslexia, 1, 37–46.Google Scholar
Temple, C.& Marshall, J. (1983). A case study of developmental phonological dyslexia. British Journal of Psychology, 74, 517–533.Google Scholar
Thorstad, G. (1991). The effect of orthography on the acquisition of literacy skills. British Journal of Psychology, 82, 527–537.Google Scholar
Treiman, R. (1984). Individual differences among children in spelling and reading styles. Journal of Experimental Child Psychology, 37, 463–477.Google Scholar
Valle-Arroyo, F. (1989). Errores en lectura y escritura. Un modelo dual [Errors in reading and writing. A dual model.]. Cognitiva, 2, 35–63.Google Scholar
Valle-Arroyo, F. (1996). Dual-route models in Spanish: Developmental and neuropsychological data. En Carreiras, M. & Sebastian, N. (Eds), Language processing in Spanish. Hillsdale, NY: Erlbaum. pp. 89–118.Google Scholar
Whitney, C. (2001). How the brain encodes the order of letters in a printed word: The SERIOL model and selective literature review. Psychonomic Bulletin & Review, 8, 221–243.Google Scholar
Wimmer, H. (1996). The nonword reading deficit in developmental dyslexia: Evidence for childrens learning to read German. Journal of Experimental Child Psychology, 61, 80–90.Google Scholar
Wimmer, H.& Goswami, U. (1994). The influence of orthographic consistency on reading development: Word recognition in English and German children. Cognition, 51, 91–103.Google Scholar
Wydell, N., Butterworth, B.& Patterson, K. (1995). The Inconsistency of Consistency Effects in Reading: The Case of Japanese Kanji. Journal of Experimental Psychology: Learning, Memory, and Cognition, 24, 1155–1168.Google Scholar
Ziegler, J., Stone, G.O.& Jacobs, A.M. (1997). What is the pronunciation for –ouhg and the spelling for /u/? A database for computing feedforward and feedback consistency in English. Behaviour Research Methods, Instruments and Computers, 29, 600–618.Google Scholar
Ziegler, J.C, Perry, C, Wyatt, A.M, Ladner, D& Korne, S. (2003). Developmental dyslexia in different languages: Languagespecific or universal? Journal of Experimental Child Psychology, 86, 169–193.Google Scholar
Ziegler, J.C.& Goswami, U. (2005). Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages: A Psycholinguistic Grain Size Theory. Psychological Bulletin, 131, 3–29.Google Scholar
Ziegler, J.C. (2006). Do differences in brain activation challenge universal theories of dyslexia? Brain and Language, 98, 341–343.Google Scholar
Ziegler, J.C.& Goswami, U. (2006). Becoming literate in different language: similar problems, different solutions. Developmental Science, 9, 429–453.CrossRefGoogle ScholarPubMed
Ziegler, J.C., Perry, C.& Coltheart, M. (2000). The DRC model of visual word recognition and reading aloud: An extension to German. European Journal of Cognitive Psychology, 12, 413–430.Google Scholar