References / Referencias
- Adams, M. J. (1990). Beginning to read: Thinking and learning about print. MIT Press.
- Benjamin, R. G., & Schwanenflugel, P. J. (2010). Text complexity and oral reading prosody in young readers. Reading Research Quarterly, 45(4), 388–404. https://doi.org/10.2307/20779538
- Calet, N., Flores, M., Jiménez-Fernández, G., & Defior, S. (2016). Habilidades fonológicas suprasegmentales y desarrollo lector en niños de Educación Primaria. Anales de psicología, 32(1), 72–79. https://doi.org/10.6018/analesps.32.1.216221
- Calet, N., Gutiérrez-Palma, N., & Defior, S. (2017). Efectos del entrenamiento de la fluidez en la competencia lectora en niños de escuela primaria: El papel de la prosodia. Aprendizaje e instrucción, 52, 59–68. https://doi.org/10.1016/j.learninstruc.2017.04.006
- Calet, N., Gutiérrez-Palma, N., Simpson, I., González-Trujillo., M. C., & Defior, S. (2015). Suprasegmental Phonology Development and Literacy Acquisition: A Longitudinal Study. Scientific Studies of Reading, 19(1), 57–71. https://doi.org/10.1080/10888438.2014.976342
- Caravolas, M., Lervåg, A., Defior, S., Seidlová-Málková, G., & Hulme, C. (2013). Different patterns, but equivalent predictors, of growth in reading in consistent and inconsistent orthographies. Psychological Science, 24(8), 1398–1407. https://doi.org/10.1177/0956797612473122
- Chan, J., & Wade-Wolley, L. (2018). Explaining phonology and reading in adult learners: Introducing prosodic awareness and executive functions to reading ability. Journal of Research in Reading, 41(1), 42–57. https://doi.org/10.1111/1467-9817.12083
- Cuetos, F., Martínez-García, C., & Suárez-Coalla, P. (2018). Prosodic perception problems in Spanish dyslexia. Scientific Studies of Reading, 22(1), 41–54. https://doi.org/10.1080/10888438.2017.1359273
- Cuetos, F., Rodríguez, B., Ruano, E., & Arribas, D. (2007). Evaluación de los procesos lectores revisada. PROLEC-R. TEA Ediciones.
- Defior, S. (2008). ¿Cómo facilitar el aprendizaje inicial de la lectoescritura? Papel de las habilidades fonológicas. Infancia y Aprendizaje, 31(3), 333–345. https://doi.org/10.1174/021037008785702983
- Defior, S., Jimenez-Fernandez, G., Calet, N., & Serrano, F. (2015). Learning to read and write in Spanish: Phonology in addition to which other processes? Estudios de Psicología, 36(3), 571–591. https://doi.org/10.1080/02109395.2015.1078552
- Espejo, P., Gutiérrez, R., Llambés, D., & Vallejo, B. (2015). Avanzados: Programa para el desarrollo de las habilidades escolares básicas. Habilidades fonológicas II. ECU.
- Frederickson, N., Frith, U., & Reason, R. (1997). Phonological Assessment Battery. NFER Nelson.
- González, R. M., Cuetos, F., Vilar, J., & Uceira, E. (2015). Efectos de la intervención en conciencia fonológica y velocidad de denominación sobre el aprendizaje de la escritura. Aula Abierta, 43(1), 1–8https://doi.org/10.1016/j.aula.2014.06.001.
- González, R. M., López, S., Cuetos, F., & Vilar, J. (2017). Efectos del entrenamiento en conciencia fonológica y velocidad de denominación sobre la lectura. Estudio longitudinal. Estudios sobre Educación, 32, 155–177. https://doi.org/10.15581/004.32.155-177
- González-Trujillo, M. C., Defior, S., & Gutiérrez-Palma, N. (2014). The role of non-speech rhythm in Spanish word reading. Journal of Research in Reading, 37(3), 316–330. https://doi.org/10.1111/j.1467-9817.2012.01529.x
- Goodman, I., Libenson, A., & Wade-Woolley, L. (2010). Sensitivity to linguistic stress, phonological awareness and early reading ability in preschoolers. Journal of Research in Reading, 33(2), 113–127. https://doi.org/10.1111/j.1467-9817.2009.01423.x
- Goswami, U., Gerson, D., & Astruc, L. (2010). Amplitude envelope perception, phonology and prosodic sensitivity in children with developmental dyslexia. Reading and Writing, 23(8), 995–1019. https://doi.org/10.1007/s11145-009-9186-6
- Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6–10. https://doi.org/10.1177/074193258600700104
- Gutiérrez, R. (2016). La lectura dialógica como medio para la mejora de la comprensión lectora. Investigaciones Sobre Lectura, 5(5), 52–58. https://doi.org/10.24310/revistaisl.vi5.11092
- Gutiérrez, R. (2018). Habilidades favorecedoras del aprendizaje de la lectura en alumnos de 5 y 6 años. Revista Signos, 51(96), 45–60. https://doi.org/10.4067/S0718-09342018000100045
- Gutiérrez, R., & Díez, A. (2017). Efectos de un programa de conciencia fonológica en el aprendizaje de la lectura y la escritura. Revista Española de Orientación y Psicopedagogía, 28(2), 30–45. https://doi.org/10.5944/reop.vol.28.num.2.2017.20117
- Gutiérrez, R., & Díez, A. (2018). Conciencia fonológica y desarrollo evolutivo de la escritura en las primeras edades. Educación XX1, 21(1), 395–416. https://doi.org/10.5944/educXX1.13256
- Gutiérrez-Fresneda, R., Díez, A., & Jiménez-Pérez, E. (2017). Estudio longitudinal sobre el aprendizaje lector en las primeras edades. Revista de Educación, 378, 30–51. https://doi.org/10.4438/1988-592X-RE-2017-378-360
- Gutiérrez-Palma, N., Defior, S., Jiménez-Fernández, G., Serrano, F., & González-Trujillo, M. C. (2016). Lexical stress awareness and orthographic stress in Spanish. Learning and Individual Differences, 45, 144–150. https://doi.org/10.1016/j.lindif.2015.11.026
- Gutiérrez-Palma, N., & Palma-Reyes, A. (2007). Stress sensitivity and Reading performance in Spanish: A study with children. Journal of Research in Reading, 30(2), 157–168. https://doi.org/10.1111/j.1467-9817.2007.00339.x
- Gutiérrez-Palma, N., Raya-García, M., & Palma-Reyes, A. (2009). Detecting stress patterns is related to reading performance on reading tasks. Applied Psycholinguistics, 30(1), 1–21. https://doi.org/10.1017/S0142716408090012
- Gutiérrez-Palma, N., Valencia-Naranjo, N., Justicia-Galiano, M. J., & Carpio-Fernández, M. (2019). Más allá de la conciencia fonológica: Conciencia del estrés y aprendizaje de la ortografía de palabras. Aprendizaje y Diferencias Individuales, 74, 101755. https://doi.org/10.1016/j.lindif.2019.101755
- Hatcher, P., Hulme, C. H., & Snowling, M. (2004). Explicit phoneme training combined with phonic reading instruction helps young children at risk of reading failure. Journal of Child Psychology and Psychiatry, 45(2), 338–358. https://doi.org/10.1111/j.1469-7610.2004.00225.x
- Holliman, A., Wood, C., & Sheehy, K. (2010). A cross-sectional study of prosodic sensitivity and reading difficulties. Journal of Research in Reading, 35(1), 32–48. https://doi.org/10.1111/j.1467-9817.2010.01459.x
- Holliman, A. J., Williams, G. J., Mundy, I., Wood, C., Hart, L., & Waldron, S. (2014). Beginning to disentangle the prosody-literacy relationship: A multi-component measure of prosodic sensitivity. Reading and Writing, 27(2), 255–266. https://doi.org/10.1007/s11145-013-9443-6
- Holliman, A. J., Wood, C., & Sheehy, K. (2008). Sensitivity to speech rhythm explains individual differences in reading ability independently of phonological awareness. British Journal of Developmental Psychology, 26(3), 357–367. https://doi.org/10.1348/026151007X241623
- Jiménez, J. E., & Ortiz, M. R. (1997). Conciencia fonológica y aprendizaje de la lectura. Teoría, evaluación e intervención. Aplicación en el aula. Síntesis.
- Jiménez-Fernández, G., Gutiérrez-Palma, N., & Defior, S. (2015). Impaired stress awareness in Spanish children with developmental dyslexia. Research in Developmental Disabilities, 37(1), 152–161. https://doi.org/10.1016/j.ridd.2014.11.002
- Kitzen, K. (2001). Prosodic sensitivity, morphological ability, and reading ability in young adults with and without childhood histories of reading difficulty. Columbia University.
- Kuhn, M. R., y Stahl, S. A. (2003). Fluency: A review of developmental and remedial practices. Journal of Educational Psychology, 95(1), 3–21. https://doi.org/10.1037/0022-0663.95.1.3
- LaBerge, D., & Samuels, J. (1974). Towards a theory of automatic information processing in reading. Cognitive Psychology, 6(2), 293–323. https://doi.org/10.1016/0010-0285(74)90015-2
- Llisterri, J., Machuca, M. J., Ríos, A., & Schwab, S. (2016). La percepción del acento léxico en palabras dentro de una oración. Loquens, 3(2), 1–13. https://doi.org/10.3989/loquens.2016.033
- Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2003). Definición de dislexia, comorbilidad, conocimiento de los profesores sobre el lenguaje y la lectura: Una definición de dislexia. Anales de la Dislexia, 53, 1–14. https://doi.org/10.1007/s11881-003-0001-9
- Martínez, J. A., & García, E. (2004). Diccionario Frecuencias del Castellano Escrito en niños de 6 a 12 años. Universidad Pontificia de Salamanca.
- Melby-Lervåg, M., Lyster, S.-A. H., & Hulme, C. (2012). Las habilidades fonológicas y su papel en el aprendizaje de la lectura: Una revisión meta-analítica. Boletín Psicológico, 138(2), 322–352https://doi.org/10.1037/a0026744.
- Miller, J., & Schwanenflugel, P. J. (2008). A longitudinal study of the development of reading prosody as a dimension of oral reading fluency in early primary school children. Reading Research Quarterly, 43(4), 336–354. https://doi.org/10.1598/rrq.43.4.227
- National Reading Panel. (2000) . Teaching children to read: An evidencebased assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development.
- Perfetti, C. A. (1985). Reading ability. Oxford University Press.
- Rueda, M., & Medina, S. (2018). El papel de la conciencia morfológica en la explicación de las dificultades de aprendizaje de la lectoescritura. Infancia y Aprendizaje, 41(4), 702–732. https://doi.org/10.1080/02103702.2018.1504861
- Shattuck-Hutnagel, S., & Turk, A. E. (1996). A prosody tutorial for investigators of auditory sentence processing. Journal of Psycholinguistic Research, 25(2), 193–247. https://doi.org/10.1007/BF01708572
- Stamback, M. (1984). Tres pruebas de ritmo. In R. Zazzo (Ed.), Manual para el examen psicológico del niño (Vol. 1, pp. 261–269). Fundamentos.
- Veenendaal, N. J., Groen, M. A., & Verhoeven, L. (2015). What speech text reading fluency can reveal about reading comprehension. Journal of Research in Reading, 38(3), 213–225. https://doi.org/https://doi.org/10.1111/1467-9817.12024
- Vibulpatanavong, K., & Evans, D. (2019). Phonological awareness and reading in Thai children. Reading and Writing, 32(2), 467–491. https://doi.org/10.1007/s11145-018-9867-0
- Wells, B., & Peppe, S. (2003). Intonation abilities of children with speech and language impairments. Journal of Speech Language and Hearing Research, 46(1), 5–20. https://doi.org/10.1044/1092-4388(2003/001)
- Whalley, K., & Hansen, J. (2006). The role of prosodic sensitivity in children’s reading development. Journal of Research in Reading, 29(3), 288–303. https://doi.org/10.1111/j.1467-9817.2006.00309.x
- Wood, C. (2006). Metrical stress sensitivity in young children and its relationship to phonological awareness and reading. Journal of Research in Reading, 29(1), 270–287. https://doi.org/10.1111/j.1467-9817.2006.00308.x.
- Wood, C., & Terrell, C. (1998). Poor readers’ ability to detect speech rhythm and perceive rapid speech. The British Journal of Developmental Psychology, 16(3), 397–408. https://doi.org/10.1111/j.2044-835X.1998.tb00760.x
- Wood, C., Wade-Woolley, L., & Holliman, A. J. (2009). Phonological awareness: Beyond phonemes. In C. Wood, & V. Connelly (Eds.), Contemporary perspectives on reading and spelling (pp. 7–23). Routledge.
- Ziegler, J. C. (2011). Understanding developmental dyslexia through computational modeling: An individual deficit-based simulation approach. In P. McCardle, B. Miller, J. R. Lee, & O. J. L. Tzeng (Eds.), Dyslexia across languages: Orthography and the brain-gene-behavior link (pp. 169–183). Paul H. Brookes Publishing Co.