Dificultades de escritura en niños españoles con dislexia

  1. Paz Suárez-Coalla 1
  2. Nerea Villanueva
  3. Soledad González-Pumariega 1
  4. María González-Nosti 1
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

Revista:
Journal for the Study of Education and Development, Infancia y Aprendizaje

ISSN: 0210-3702,  1578-4126

Año de publicación: 2016

Volumen: 39

Número: 2

Páginas: 291-311

Tipo: Artículo

DOI: 10.1080/02103702.2015.1132979 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Journal for the Study of Education and Development, Infancia y Aprendizaje

Resumen

Además de las dificultades de lectura, una proporción significativa de disléxicos evolutivos tienen problemas de ortografía, que persisten en la edad adulta. Los estudios llevados a cabo en idiomas con ortografías opacas han encontrado que los disléxicos realizan con frecuencia sustituciones fonológicas al escribir y tienen dificultades para desarrollar representaciones ortográficas de palabras irregulares. Estos errores parecen derivar de un uso excesivo de un código fonológico al escribir. En español (sistema ortográfico relativamente transparente), existen pocos estudios que aborden la relación entre la dislexia y la disortografía. En este estudio, 19 disléxicos evolutivos (entre 7 y 11 años) y 28 niños sin dislexia (entre 6 y 11 años, distribuidos en dos grupos control, uno emparejado con los disléxicos por edad y el otro por nivel lector) realizaron una tarea de dictado de 80 estímulos, en los que se manipuló la consistencia ortográfica, con el fin de descubrir los códigos que utilizan en el proceso de escritura. Los resultados mostraron que los niños españoles con dislexia realizaron significativamente más errores de ortografía, especialmente al escribir palabras de ortografía reglada y arbitraria. Este hallazgo es compatible con la idea de que estos niños muestran dificultades para desarrollar representaciones ortográficas y utilizan códigos fonológicos con más frecuencia que los niños sin dislexia, lo que resulta en una mayor cantidad de errores fonológicamente plausibles al escribir palabras irregulares. Estos resultados tienen importantes implicaciones para el tratamiento de las dificultades de escritura en los niños con dislexia, ya que ponen de relieve la necesidad de centrarse en la correcta adquisición de las reglas de conversión fonema-grafema así como en el desarrollo de representaciones ortográficas adecuadas

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Fuente de los datos: Dialnet