
Cristina Martínez-GarcíaUniversity of Oviedo | UNIOVI · Área de Psicología Básica
Cristina Martínez-García
Doctor of Psychology
About
20
Publications
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Introduction
Publications
Publications (20)
Esta obra, respaldada por una base teórica y experiencia clínica, constituye una guía completa para abordar la evaluación y la intervención de la dislexia. Ayuda a entender las manifestaciones y consecuencias de esta condición, así como estrategias específicas para evaluar e intervenir. Ofrece recursos prácticos y ejemplos de casos clínicos reales,...
In a world where English reigns as the most spoken language, proficiency in English literacy is indispensable. Within this context, it is imperative to acknowledge the significant hurdles encountered by Spanish children in mastering English, particularly in reading and writing. The learning process is intricate, influenced by various factors such a...
The primary challenge that children with dyslexia face is the difficulty in learning the alphabetic code and forming
orthographic representations of words. Consequently, their reading and writing abilities lack fluidity. Given factors,
it is possible that children with dyslexia may encounter difficulties when learning English as a Foreign Language....
Background: Spelling acquisition requires the assimilation of the regularities of the writing system, but these regularities may differ between the native and a foreign language. English spelling acquisition is a challenge for Spanish-speaking children due
to differences in the orthographic systems. The aim of this study was to examine to what exte...
Reading acquisition involves connections between the spoken language and the writing system. The English-language writing system holds an inconsistent alphabetic system, thus encouraging readers to develop representations between the grapheme and the word. Reading in English as a Foreign language supposes a challenge, especially when the reader’s n...
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...
It is common to see mirror errors in letters in early stages of
reading due to the mirror-generalization process that allows
a visual stimulus to be identified independently of its orientation.
To avoid such errors, this process must be inhibited. A special case
would be children with dyslexia since their difficulties with the
alphabetic code may a...
Previous work in English has found that the spelling difficulties of children with dyslexia affect the overall quality attributed to their written compositions. The aim of this study was to investigate whether different processes related to transcription, translation and ideas proposing/planning are affected in developmental dyslexia and to what ex...
Spelling and handwriting are different processes; however, they are learned simultaneously, and numerous studies have shown that they interact. Besides the commonly reported presence of a spelling deficit, previous studies have indicated that handwriting difficulties can also be detected in children with dyslexia. Despite this, this issue has not b...
The present study addresses how handwriting speed increases with age among Spanish 8-, 10- and 12-year-old children (n = 60), and how this progression is related to spelling and more general graphic skills. Handwriting speed was measured in a spelling-to-dictation and a copying task, and graphic speed was measured in a trail tracing task. Results r...
Herramienta para detectar tempranamente casos potenciales de dislexia y ayudar al diagnóstico diferencial.
Previous literature has indicated that linguistic and motor processes influence each other during written sentence production, and that the scope of this influence varies according to spelling ability or cognitive resources available. This study investigated how the spelling deficits associated with dyslexia affect the dynamics of the interaction b...
It has been reported that children with dyslexia have difficulties with learning a second language. The English alphabetic code is opaque, and it has been stated that deep orthographies cause important problems in children with dyslexia. Considering the strong differences between the Spanish and English orthographic systems, we predicted English re...
Prosodic reading is one of the steps needed to achieve reading fluency. It is already known that English children develop their reading prosody from the earliest grades of primary school, showing the greatest improvement between first and second grade, but there are no Spanish studies of the development of reading prosody in the first years of scho...
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 prior...
It has been well documented that morphemic structure (roots and affixes) have an impact in reading, but effects seem to depend on the reading experience of readers and lexical characteristics of the stimuli. Specifically, it has been reported that morphemes constitute reading units for developing readers and children with dyslexia when they encount...
The aim of this study was to investigate the prosody abilities on top of phonological and visual abilities in children with dyslexia in Spanish that can be considered a syllable-timed language. The performances on prosodic tasks (prosodic perception, rise-time perception), phonological tasks (phonological awareness, rapid naming, verbal working mem...
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 representation...