Prosodic Perception Problems in Spanish Dyslexia

Autor/inn/en	Cuetos, Fernando; Martínez-García, Cristina; Suárez-Coalla, Paz
Titel	Prosodic Perception Problems in Spanish Dyslexia
Quelle	In: Scientific Studies of Reading, 22 (2018) 1, S.41-54 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2017.1359273
Schlagwörter	Suprasegmentals; Spanish; Dyslexia; Phonological Awareness; Naming; Short Term Memory; Visual Stimuli; Comparative Analysis; Elementary School Students; Foreign Countries; Task Analysis; Multivariate Analysis; Spain + Suchen Sie Ihr Suchwort? Spanisch; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Kurzzeitgedächtnis; Ausland; Aufgabenanalyse; Multivariate Analyse; Spanien
Abstract	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 memory), visual tasks (visual search) of 32 eleven-year-old children with dyslexia were compared with those of 32 typical readers with the same chronological age and 32 reading-matched younger children. It was found that children with dyslexia scored lower than typical readers on phonological and prosodic perception tasks but not on rise perception tasks. It can thus be concluded that children with dyslexia in Spanish show a prosodic impairment that may originate from subtle auditory-processing deficits. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01