SciELO - Scientific Electronic Library Online

vol.4 issue2Evaluating dyslexia in primary school children: Prevalence in SpanishEvaluating progress in reading acquisition within a Response to Instruction model in the Canary Islands author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand




Related links

  • On index processCited by Google
  • Have no similar articlesSimilars in SciELO
  • On index processSimilars in Google


Escritos de Psicología (Internet)

On-line version ISSN 1989-3809Print version ISSN 1138-2635


LUQUE, Juan L. et al. Severity of Reading Difficulties: Individual Differences in Speech Perception and Phoological Awareness. Escritos de Psicología [online]. 2011, vol.4, n.2, pp.45-55. ISSN 1989-3809.

A set of phonological awareness, phoneme identification, discrimination and temporal order tasks were administered to dyslexic children and chronological age (CA) and reading-level (RL) comparison groups. The identification and discrimination task stimuli consisted of nine /ba-da/ syllables over an articulation continuum. Syllables were obtained by manipulating formants 2 and 3. Data were analyzed using two methods. ANOVA comparisons showed significant differences between the dyslexic and control groups in the discrimination and temporal order tasks, whereas parameters from the identification task (slope and boundary) did not reach significance. A procedure to assess deviance was also developed. 44% of dyslexic children showed at least two 1.65 standard deviation measures. Moreover, there was an association between phonological awareness and speech perception performance. Generally, the results were similar to the main findings described in the literature. Thus, we suggest that measures from speech perception tasks could be incorporated as complementary elements in developmental dyslexia diagnosis procedures.

Keywords : Dyslexia; Speech Perception; Phonological Awareness; Diagnosis.

        · abstract in Spanish     · text in Spanish     · Spanish ( pdf )


Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License