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Scientific Studies of Reading Volume 22, 2018 - Issue 1: Dyslexia across Languages and Writing Systems
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Original Articles

Prosodic Perception Problems in Spanish Dyslexia

Fernando CuetosUniversity of OviedoCorrespondence[email protected]
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Cristina Martínez-GarcíaUniversity of OviedoView further author information
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Paz Suárez-CoallaUniversity of OviedoView further author information
Pages 41-54 | Published online: 11 Sep 2017

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Marinke J. Hokken, Elise Krabbendam, Ymie J. van der Zee & Marlou J. G. Kooiker. (2023) Visual selective attention and visual search performance in children with CVI, ADHD, and Dyslexia: a scoping review. Child Neuropsychology 29:3, pages 357-390.
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Cristina Martínez-García, Fernando Cuetos & Paz Suárez-Coalla. (2022) Same-different letter decision task: a study with Spanish children with dyslexia (Tarea de decisión de letras igual-diferente: un estudio con niños españoles con dislexia). Journal for the Study of Education and Development 45:4, pages 870-905.
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Lorana Gavril, Adrian Roșan & Ștefan Szamosközi. (2021) The role of visual-spatial attention in reading development: a meta-analysis. Cognitive Neuropsychology 38:6, pages 387-407.
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Raúl Gutiérrez-Fresneda, Elena Jiménez-Pérez & María-Isabel De Vicente-Yagüe-Jara. (2021) Importance of prosodic awareness when learning how to read in primary school students (Importancia de la conciencia prosódica en el aprendizaje de la lectura en estudiantes de educación primaria). Culture and Education 33:3, pages 505-528.
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Kenneth Pugh & Ludo Verhoeven. (2018) Introduction to This Special Issue: Dyslexia Across Languages and Writing Systems. Scientific Studies of Reading 22:1, pages 1-6.
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Articles from other publishers (15)

Karol A. Moore, Jialin Lai, Juan F. Quinonez-Beltran, Kausalai Wijekumar & R. Malatesha Joshi. (2023) A cross-orthographic view of dyslexia identification. Journal of Cultural Cognitive Science 7:2, pages 197-217.
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Lucía Buil-Legaz, Javier Rodríguez-Ferreiro, Fernando Cuetos & Paz Suárez-Coalla. (2023) Spreading of phonological activation in dyslexia throughout life. Revista de Investigación en Logopedia 13:1, pages e81781.
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Barbara Maria Schmidt, Petra Breuer-Küppers, Doris Vahlhaus-Aretz, Anja Larissa Obergfell & Alfred Schabmann. (2022) Prosodic sensitivity and phoneme awareness as predictors of reading fluency in German. Reading and Writing 36:1, pages 223-239.
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Paz Suárez-Coalla, Marta Álvarez-Cañizo & Sebastián Jiménez. (2022) Palabras, mejor de una en una: los niños con dislexia ante la lectura de palabras presentadas simultáneamente. Revista de Investigación en Logopedia 12:2, pages e78445.
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Carla Míguez‐Álvarez, Miguel Cuevas‐Alonso & Ángeles Saavedra. (2021) Relationships Between Phonological Awareness and Reading in Spanish: A Meta‐Analysis. Language Learning 72:1, pages 113-157.
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Anja L. Obergfell, Barbara M. Schmidt, Prisca Stenneken, Sonja K. Wittemann & Alfred Schabmann. (2020) Prosodic sensitivity and reading fluency of musicians and non-musicians. Reading and Writing 34:4, pages 887-909.
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Hellen de Oliveira Valentim Campos, Luciana Mendonça Alves, Leandro Alves Pereira & Rui Rothe-Neves. (2021) Rise Time Perception, Phonological Processing, and Reading in Brazilian Portuguese-Speaking Schoolchildren. Folia Phoniatrica et Logopaedica 73:6, pages 513-526.
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Rauno Parrila, George K. Georgiou & Timothy C. Papadopoulos. (2020) Dyslexia in a consistent orthography: Evidence from reading‐level match design. Dyslexia 26:4, pages 343-358.
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Fernando Cuetos. (2020) Importancia de la investigación en logopedia. Revista de Logopedia, Foniatría y Audiología 40:2, pages 45-47.
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Rauno Parrila, Dean Dudley, Shuang Song & George K. Georgiou. (2019) A meta-analysis of reading-level match dyslexia studies in consistent alphabetic orthographies. Annals of Dyslexia 70:1, pages 1-26.
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Paz Suárez-Coalla, Cristina Martínez-García & Andrés Carnota. (2020) Reading in English as a Foreign Language by Spanish Children With Dyslexia. Frontiers in Psychology 11.
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Erika Godde, Marie-Line Bosse & Gérard Bailly. (2019) A review of reading prosody acquisition and development. Reading and Writing 33:2, pages 399-426.
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Gesa Schaadt & Claudia Männel. (2019) Phonemes, words, and phrases: Tracking phonological processing in pre-schoolers developing dyslexia. Clinical Neurophysiology 130:8, pages 1329-1341.
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Nuria Calet, Nicolás Gutiérrez-Palma, Sylvia Defior & Gracia Jiménez-Fernández. (2019) Linguistic and non-linguistic prosodic skills in Spanish children with developmental dyslexia. Research in Developmental Disabilities 90, pages 92-100.
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Carmen López-Escribano, Judith Suro Sánchez & Fernando Leal Carretero. (2018) Prevalence of Developmental Dyslexia in Spanish University Students. Brain Sciences 8:5, pages 82.
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