Virtudes y defectos en la identificación de las dificultades lectoras

Tzivinikou, Sotiria

doi:10.25115/ejrep.v2i4.1150

Cited by 2 publications

(1 citation statement)

References 42 publications

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“…For the RTI model to be successful, the universal screening procedure must be efficient, valid and accurate (Speece et al, 2011; Tzivinikou, 2017). Validity is often assessed in terms of sensitivity (i.e.…”

Section: Introductionmentioning

confidence: 99%

Detecting reading difficulties in Spanish in older elementary students in the context of the Response to Intervention model

Ramos‐Carrillo,

Moreno‐Perez

2023

Dyslexia

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Detecting students with reading difficulties (RD) is particularly important in the context of the Response to Intervention (RTI) model, in terms of both research and professional practice. However, there is no unanimous agreement on the best procedure to carry it out. In addition, most of the research in this field has been carried out in the English language, and there is little evidence on how these measures behave in other languages. This study focuses on identifying the best procedure for detecting RD in Spanish in older elementary students, comparing the validity, accuracy and goodness of fit of three different universal screening assessment approaches—the Psychometric Assessment Approach, the Curriculum‐Based Assessment Approach and the Teacher Detection Approach—using RTI as a criterion to determine the goodness of fit of the different approaches. A total of 154 fifth‐year primary students participated in this study. The results reveal that the multivariate inclusion of the evaluation approaches used is the best means of ensuring an efficient, valid assessment when attempting to identify RD among fifth graders. This finding has practical implications for the implementation of the RTI model in the field of RD.

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Section: Introductionmentioning

confidence: 99%

Detecting reading difficulties in Spanish in older elementary students in the context of the Response to Intervention model

Ramos‐Carrillo,

Moreno‐Perez

2023

Dyslexia

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Use of syllabic logograms to help dyslexic readers of English visualize abstract words as pictures

Saez-Rodriguez

2017

EJREP

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Background. Dyslexics read concrete words better than abstract ones. As a result, one of the major problems facing dyslexics is the fact that only part of the information that they require to communicate is concrete, i.e. can easily be pictured.Method. The experiment involved dyslexic third-grade, English-speaking children (8-yearolds) divided into two groups. One group was given syllabic logograms that supported drawings made by assembling stenographic strokes (syllables). The dyslexic control group did not receive the drawings. In this study we compared reaction times of two groups of dyslexic children of 22 pupils each, one supported with logograms and one without as a control group.Results. The data gathered from these reading tests suggest that logograms can help dyslexic children form links between the syllables of a word and its corresponding image. Conclusions.The results of the present study may aid in interpreting the data on the recognition of abstract words and production tasks with dyslexic children. ResumenIntroducción. Los disléxicos leen mejor las palabras concretas que las abstractas. Por consiguiente, uno de los mayores problemas a los que se ven confrontados es el hecho de que tan sólo una parte de la información que necesitamos para comunicarnos es concreta, es decir, que puede ser dibujada.Método. El presente experimento comprende alumnos disléxicos de habla inglesa de tercer grado (de 8 años de edad), repartidos en dos grupos. Uno de los grupos recibió la ayuda de logogramas silábicos que formaban dibujos armados con trazos estenográficos. El segundo grupo de niños disléxicos (grupo de control) no contó con la ayuda de dichos dibujos. Se compararon los tiempos de latencia en una tarea de denominación con dos grupos de niños disléxicos de 22 alumnos cada uno. Uno de los grupos tuvo el apoyo visual de logogramas, mientras que el otro no lo tuvo.Resultados. Los datos obtenidos de las pruebas de lectura efectuadas sugieren que los logogramas pueden ayudar a los niños disléxicos a encontrar un nexo entre las sílabas de una palabra y la imagen correspondiente a la misma.Conclusión. Los resultados de este trabajo pueden ayudar a entender los datos relativos al reconocimiento de las palabras abstractas, así como otras tareas llevadas a cabo con disléxi-cos.Palabras Clave: Dislexia, incapacidad lectora, palabras indibujables, logogramas, sílabas y silabeo.

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Virtudes y defectos en la identificación de las dificultades lectoras

Cited by 2 publications

References 42 publications

Detecting reading difficulties in Spanish in older elementary students in the context of the Response to Intervention model

Detecting reading difficulties in Spanish in older elementary students in the context of the Response to Intervention model

Use of syllabic logograms to help dyslexic readers of English visualize abstract words as pictures

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