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Buil-Legaz, Lucía; Suárez-Coalla, Paz; Santamarina-Rabanal, Liliana; Martínez-García, Cristina; Rodríguez-Ferreiro, Javier; Cuetos, Fernando – International Journal of Language & Communication Disorders, 2023
Recent research has stated that early oral language acquisition difficulties are related to reading and writing difficulties. Children with developmental language disorder (DLD) experience difficulties with several dimensions of language. In this study we focus on the specific difficulties of children with DLD in spelling. We examine the impact of…
Descriptors: Oral Language, Language Acquisition, Language Impairments, Reading Difficulties
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Suárez-Coalla, Paz; Álvarez-Cañizo, Marta; Martínez, Cristina; García, Noemí; Cuetos, Fernando – Annals of Dyslexia, 2016
Reading becomes expressive when word and text reading are quick, accurate and automatic. Recent studies have reported that skilled readers use greater pitch changes and fewer irrelevant pauses than poor readers. Given that developmental dyslexics have difficulty acquiring and automating the alphabetic code and developing orthographic…
Descriptors: Dyslexia, Suprasegmentals, Spanish Speaking, Oral Reading
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Suárez-Coalla, Paz; Ramos, Sara; Álvarez-Cañizo, Marta; Cuetos, Fernando – Annals of Dyslexia, 2014
Reading fluency is one of the basic processes of learning to read. Children begin to develop fluency when they are able to form orthographic representations of words, which provide direct, smooth, and fast reading. Dyslexic children of transparent orthographic systems are mainly characterized by poor reading fluency (Cuetos & Suárez-Coalla…
Descriptors: Foreign Countries, Dyslexia, Reading Fluency, Orthographic Symbols
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Cuetos, Fernando; Suarez-Coalla, Paz – Applied Psycholinguistics, 2009
The relationship between written words and their pronunciation varies considerably among different orthographic systems, and these variations have repercussions on learning to read. Children whose languages have deep orthographies must learn to pronounce larger units, such as rhymes, morphemes, or whole words, to achieve the correct pronunciation…
Descriptors: Stimuli, Pronunciation, Phonology, Morphemes
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Halle, Pierre A.; Dominguez, Alberto; Cuetos, Fernando; Segui, Juan – Journal of Experimental Psychology: Human Perception and Performance, 2008
In a series of 4 experiments, the authors show that phonological repair mechanisms, known to operate in the auditory modality, are directly translated in the visual modality. This holds with the provision that printed stimuli are presented for a very brief duration and that the effect of phonological repair is tested after a delay of some 100 ms…
Descriptors: Language Processing, Phonology, Auditory Stimuli, Visual Stimuli
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Davies, Robert; Cuetos, Fernando; Glez-Seijas, Rosa Mary – Annals of Dyslexia, 2007
Spanish-speaking children learn to read words printed in a relatively transparent orthography. Variation in orthographic transparency may shape the architecture of the reading system and also the manifestation of reading difficulties. We tested normally developing children and children diagnosed with reading difficulties. Reading accuracy was high…
Descriptors: Children, Spanish Speaking, Reading Difficulties, Dyslexia