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Desarrollo de las habilidades de reconocimiento de palabras en niños con distinta competencia lectora

Cognitiva, ISSN 0214-3550, Vol. 4, Nº 2, 1992, pags. 193-208
Source: OAI

ABSTRACT En este trabajo se intenta comprobar si el modelo dual de lectura, postulado para los idiomas opacos, es aplicable a un sistema transparente como el castellano, y si es así, cual de los dos procedimientos de lectura (léxico y fonológico) es el responsable de las diferencias entre buenos y malos lectores y entre los principiantes y los maduros. Para ello se realizo un experimento de decisión léxica con 40 niños de distintos niveles de E. G. B. Clasificados como buenos y malos lectores. El comportamiento de las variables lexicalidad, frecuencia y longitud apunta a la utilización del modelo de doble ruta. Por otra parte, la causa de las dificultades de los malos lectores parece situarse en el procedimiento de descomposición grafémico- fonológico.

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