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Direct linkMartínez-García, C.; Suárez-Coalla, P.; Cuetos, F. – Annals of Dyslexia, 2019
In transparent orthographic systems, the main characteristic of developmental dyslexia is poor reading fluency. Several studies have reported that children with dyslexia have difficulties forming orthographic representations of words, which hampers good reading fluency. This study aimed at evaluating whether the semantic-phonological training…
Descriptors: Dyslexia, Spanish Speaking, Children, Reading Fluency
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
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
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
Farver, JoAnn M.; Nakamoto, Jonathan; Lonigan, Christopher J. – Annals of Dyslexia, 2007
This study investigated the ability of the English and Spanish versions of the "Get Ready to Read!" Screener (E-GRTR and S-GRTR) administered at the beginning of the preschool year to predict the oral language and phonological and print processing skills of Spanish-speaking English-language learners (ELLs) and English-only speaking children (EO)…
Descriptors: Speech Communication, Oral Language, Preschool Children, Emergent Literacy
Anthony, Jason L.; Williams, Jeffrey M., McDonald, Renee; Corbitt-Shindler, Deborah , Carlson, Coleen D.; Francis, David J. – Annals of Dyslexia, 2006
Phonological awareness (PA), phonological memory (PM), and phonological access to lexical storage (also known as RAN), play important roles in acquiring literacy. We examined the convergent, discriminant, and predictive validity of these phonological processing abilities (PPAs) in 147 3-, 4-, and 5-year-old children whose native language was…
Descriptors: Phonemes, Cognitive Ability, Structural Equation Models, Spanish Speaking
