<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0212-9728</journal-id>
<journal-title><![CDATA[Anales de Psicología]]></journal-title>
<abbrev-journal-title><![CDATA[Anal. Psicol.]]></abbrev-journal-title>
<issn>0212-9728</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Murcia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0212-97282020000200012</article-id>
<article-id pub-id-type="doi">10.6018/analesps.36.2.396841</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Reading sentences in Spanish: some similarities and differences between children with dyslexia and those with deafness]]></article-title>
<article-title xml:lang="es"><![CDATA[Lectura de oraciones en español: similitudes y diferencias entre los niños con dislexia y niños con sordera]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alegría]]></surname>
<given-names><![CDATA[Jesús]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carrillo]]></surname>
<given-names><![CDATA[María-Soledad]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rueda]]></surname>
<given-names><![CDATA[Mercedes I]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Domínguez]]></surname>
<given-names><![CDATA[Ana-Belén]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Université Libre de Bruxelles  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Belgium</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Murcia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Salamanca  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2020</year>
</pub-date>
<volume>36</volume>
<numero>2</numero>
<fpage>295</fpage>
<lpage>303</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S0212-97282020000200012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S0212-97282020000200012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S0212-97282020000200012&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The present study compares the strategies to read sentences used by Spanish-speaking children with dyslexia (n = 107) and cochlear-implanted children with deafness (n = 61). The results show that children with deafness, but not with dyslexia, adopt the key-word-strategy (KWS), which consists of identifying some content words of the sentence while ignoring the function words. Furthermore, it appeared that the KWS was associated with poor syntactic ability. Moreover, when Dyslexic and Deaf Groups were carefully matched at reading level with normally developing children (Control Group, n = 785) all of the differences between dyslexics and normally developing children disappeared. Children with hearing loss however were still slow at dealing with function words and consequently maintained their tendency to use the KWS. These results exclude the hypothesis that the KWS is a broadly used procedure to compensate for reading deficits but seems, rather, to depend on poor syntactic ability.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio compara las estrategias para leer oraciones utilizadas por un grupo de escolares con dislexia (n = 107) y un grupo con sordera e implante coclear (n = 61) de lengua castellana. Los resultados indican que solo los participantes con sordera adoptan la estrategia de palabras clave (EPC), que consiste en identificar algunas de las palabras de la oración con contenido semántico propio, e ignorar las palabras funcionales. Se observa además que el uso de la EPC está asociado con un déficit sintáctico. Por otra parte, cuando los dos grupos se emparejan en el nivel lector con niños con desarrollo típico en lectura (Grupo Control, n = 785), las diferencias entre los Grupos Disléxico y Control desaparecieron. Sin embargo, los niños con sordera mantenían su tendencia a usar la EPC y seguían presentando dificultades para procesar las palabras funcionales. Estos resultados excluyen la hipótesis de que la EPC sea un procedimiento utilizado de forma general para compensar los déficits de lectura, pareciendo depender, más específicamente, de dificultades en la capacidad sintáctica.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[dyslexia]]></kwd>
<kwd lng="en"><![CDATA[deafness]]></kwd>
<kwd lng="en"><![CDATA[cochlear implant]]></kwd>
<kwd lng="en"><![CDATA[reading]]></kwd>
<kwd lng="en"><![CDATA[key-word-strategy]]></kwd>
<kwd lng="es"><![CDATA[dislexia]]></kwd>
<kwd lng="es"><![CDATA[sordera]]></kwd>
<kwd lng="es"><![CDATA[implante coclear]]></kwd>
<kwd lng="es"><![CDATA[lectura]]></kwd>
<kwd lng="es"><![CDATA[estrategia de palabras clave]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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