TITLE

Pueden tener dificultades con la ortografía los niños que leen bien?

AUTHOR(S)
JIMÉNEZ, Juan E.; NARANJO, Francisco; O'SHANAHAN, Isabel; MUÑETÓN-AYALA, Mercedes; ROJAS, Estefanía
PUB. DATE
January 2009
SOURCE
Revista Española de Pedagogía;2009, Issue 242, p45
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
The main purpose of this study was to analyze whether reading and spelling acquisition in a transparent orthography share knowledge and the same cognitive processes, or they are cognitively quite separate. We selected a sample of children with age range between 7 years and 12 years, from 2° to 6° elementary grades. In the study we conducted a detailed examination of the spelling skills of good readers-good writers, good readers-poor writers, and poor readers-poor writers. The children were administered a variety of standardized tests and experimental tasks to measure spelling skills. When we analysed the children's performance the pattern of results obtained suggested the separability of reading and writing processes.
ACCESSION #
35882449

 

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