Exploración de las habilidades fonológicas en escolares disléxicos: teoría y práctica

During the last decades it has been established that different aspects of phonological processing are strongly involved in the acquisition of basic reading mechanisms, and for this reason at explaining developmental dyslexia. Theoretical models (the phonological deficit hypothesis) as well as programs of rehabilitation emphasize the necessity to thoroughly explore phonological abilities of dyslexics in order to establish precise diagnosis and adopt adequate treatments. In the present empiric study several tasks aimed at exploring different phonological abilities were administered to two groups of primary school children, one showing a specific delay in reading acquisition (N = 71) and the other presenting a normally developing pattern (N = 80). The results show that dyslexics are poorer in all of the phonological tasks examined. The discussion tries to establish relationships between the different phonological tasks among them and with the global level or reading and spelling reached by the participants and suggests means for an educational treatment of reading troubles.