Referencias

• Backman, J., Bruck, M., Herbert, M. & Seidenberg, M. (1984). Acquisition and use of spelling-sound correspondences in reading. Journal of Experimental Child Psychology, 38, 114–133.
   Google Scholar
• Badian, N., Mcanulty, G., Duffy, F. & Als, H. (1990). Prediction of dyslexia in Kindergarten boys. Annals of Dyslexia, 40, 152–169.
   Google Scholar
• Baker, L. A., Decker, S. & De Fries, J. C. (1984). Cognitive abilities and reading disabled children: A longitudinal study. Journal of Child Psychology and Psychiatry, 25, 111–117.
   PubMed Web of Science ®Google Scholar
• Ball, E. (1993). Phonological Awareness: What's important and to Whom? Reading and Writing: An Interdisciplinary Journal, 5, 141–159.
   Web of Science ®Google Scholar
• Ball, E. & Blachman, B. (1988). Phonological segmentation training: Effects of reading readiness. Annals of Dyslexia, 38, 208–225.
   PubMed Web of Science ®Google Scholar
• Ball, E. & Blachman, B. (1991). Does phoneme segmentation training in kindergarten make a difference in early word recognition and developmental spelling? Reading Research Quarterly, 26, 49–86.
   Web of Science ®Google Scholar
• Baluch, B. & Besner, D. (1991). Visual word recognition: Evidence for strategic control of lexical and nonlexical routines in oral reading. Journal of Experimental Psychology: Learning, Memory and Cognition, 17, 644–652.
   Web of Science ®Google Scholar
• Bradley, L. & Bryant, P. E. (1983). Categorizing sounds and learning to read a causal connection. Nature, 301, 419–421.
   Web of Science ®Google Scholar
• Bradley, L. & Bryant, P. E. (1985). Rhyme and reason in reading an spelling. IARLD. Monograph num. 1. Ann Arbor: University of Michigan Press.
   Google Scholar
• Bravo, L., Bermeosolo, J., Pinto, A. Y Oyarzo, E. (1996). Seguimiento de niños con retraso lector severo. Infancia y Aprendizaje, 76, 3–12.
   Google Scholar
• Bruck, M. (1990). Word-recognition skills of adults with childhood diagnoses of dyslexia. Developmental Psychology, 26, 439–454.
   Web of Science ®Google Scholar
• Bryant, P. E. & Goswami, U. (1986). Strengths and weakness of the reading level design: A comment on Backman, Mamen, and Ferguson. Psychological Bulletin, 100, 101–103.
   Web of Science ®Google Scholar
• Busink, R. (1997). Reading and phonological awareness: What we have learned and how we can use it. Reading Research and Instruction, 36, 199–215.
   Google Scholar
• Byrne, B. & Fielding-Barnsley, R. (1991). Evaluation of a program to teach phonemic awareness to young children. Journal of Educational Psychology, 83, 451–455.
   Web of Science ®Google Scholar
• Coltheart, M. (1981). Disorders of reading and their implications for models of normal reading. Visible Language, 15, 245–286.
   Google Scholar
• Cuetos, F., Rodríguez, B. y Ruano, E, (1996). Evaluación de los procesos lectore de los niños (PROLEC). Madrid: TEA Ediciones.
   Google Scholar
• De Fries, J. C. (1983). Colorado family reading study: Longitudinal analysis. Annal of Dyslexia, 33, 152–162.
   Web of Science ®Google Scholar
• De Fries, J. C. (1988). Colorado Reading Project: Longitudinal analysis. Annals of Dyslexia, 38, 120–130.
   PubMed Web of Science ®Google Scholar
• Defior, S. & Tudela, P. (1994). Effect of phonological training on reading and writing acquisition. Reading and Writing. An Interdisciplinary Journal, 6, 299–320.
   Web of Science ®Google Scholar
• Ehri, L. C. y Wilce, L.S. (1987). Does learning to spell help beginners learn to read words? Reading Research Quarterly, 22, 47–65.
   Web of Science ®Google Scholar
• Foorman, B. R., Francis, D. J., Fletcher, J. M., Shatschneider, C. & Mehta, P. (1998). The role of instruction in learning to read: Preventing reading failure in at-risk children. Journal of Educational Psychology, 90 (1), 37–55.
   Web of Science ®Google Scholar
• Fox, B. & Routh, D. (1984). Phonemic analysis and synthesis as word attack skills: Revisited. Journal of Educational Psychology, 76, 1059–1064.
   Web of Science ®Google Scholar
• Francis, D. J., Shaywitz, S. E., Stuebing, K. K., Shaywitz, B. A. & Fletcher, J. M. (1996). Developmental lag versus deficit models of reading disability: A longitudinal, individual growth curves analysis. Journal of Educational Psychology, 88, 3–17.
   Web of Science ®Google Scholar
• Fraeuenheim, J. & Haeckel, J. (1983). A longitudinal study of psychological and achievement test performance in severe dyslexic adults. Journal of Learning Disabilities, 16, 339–347.
   PubMed Web of Science ®Google Scholar
• Frost, R., Katz, L. & Bentin, S. (1987). Strategies for visual word recognition and orthographical depth: A multidimensional comparison. Journal of Experimental Psychology: Human Perception and Performance, 13, 104–115.
   PubMed Web of Science ®Google Scholar
• Hohn, W. E. & Ehri, L. C. (1983). Do alphabet letters help prereaders acquire phonemic segmentation skill? Journal of Educational Psychology, 75, 752–762.
   Web of Science ®Google Scholar
• Hurford, D. P., Johnston, M., Nepote, P., Hampton, S., Moore, SH., Neal, J., Mueller, A., Mcgeorge, K., Huff, L., Awad, L., Tatro, CL., Juliano, CH. & Huffman, D. (1994). Early identification and remediation of phonological processing deficits in first-grade children at risk for reading disabilities. Journal of Learning Disabilities, 27, 647–659.
   PubMed Web of Science ®Google Scholar
• Jansky, J., Hoffman, M., Layton, J. & Sugar, F. (1989). Prediction: A six years follow-up. Annals of Dyslexia, 39, 227–246.
   PubMed Web of Science ®Google Scholar
• Jiménez, J. E. (1995). Prueba de conciencia fonémica. En J.E. Jiménez y M. R. Ortiz (Eds.), Conciencia fonológica y aprendizaje de la lectura: teoría, evaluación e intervención (pp. 74–78). Madrid: Síntesis.
   Google Scholar
• Jiménez, J. E. (1997). A reading-level design study of phonemic processes underlying reading disabilities in a transparent orthography. Reading and Writing: An Interdisciplinary Journal, 9, 23–40.
   Web of Science ®Google Scholar
• Jiménez, J. E. & Haro, C. (1997). Effects of word linguistic properties on phonological awareness in Spanish children. Journal of Educational Psychology, 87, 193–201.
   Web of Science ®Google Scholar
• Jiménez, J. E. & Rodrigo, M. (1994). Is it true that the differences in reading performance between students with and without LD cannot be explained by IQ? Journal of Learning Disabilities, 27, 155–163.
   PubMed Web of Science ®Google Scholar
• Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80, 437–447.
   Web of Science ®Google Scholar
• Kintsch, W. & Van Dijk, T. A. (1978). Toward a model of text comprehension and production. Psychological Review, 85, 363–394.
   Web of Science ®Google Scholar
• Kitz, W. R. (1989). Comparison of dyslexics and non-dyslexics adults on decoding and phonemic awareness tasks. Annals of Dyslexia, 39, 196–205.
   PubMed Web of Science ®Google Scholar
• Lefly, D. L. & Pennington, B. F. (1991). Spelling errors and reading fluency in compensated adult dyslexic. Annals of Dyslexia, 41, 143–162.
   Web of Science ®Google Scholar
• Lewkowickz, N. (1980). Phonemic awareness training: What to teach and how to teach it. Journal of Educational Psychology, 72, 686–700.
   Web of Science ®Google Scholar
• Lewkowicz, N. K. & Low, L. Y. (1979). Effects of visual aids and word structure on phonemic segmentation. Contemporary Educational Psychology, 4, 238–252.
   Web of Science ®Google Scholar
• Marsh, G. & Mineo, R. (1977). Training preschool children to recognize phonemes in words. Journal of Educational Psychology, 69, 748–753.
   Web of Science ®Google Scholar
• Maugham, B., Hagell, A., Rutter, M. & Yule, W. (1994). Poor readers in secondary school. Reading and Writing, 6, 125–150.
   Web of Science ®Google Scholar
• Miles, T. S. (1986). On the persistence of dyslexic difficulties into adulthood. En G. Pavlidis y D. Fisher (Eds.), Dyslexia: Its neuropsychology and treatment. New York: Wiley.
   Google Scholar
• Rodrigo, M. y Jiménez, J. E. (En prensa). ¿Es relevante el criterio de discrepancia en el diagnóstico de la dislexia? Revista de Psicología General y Aplicada.
   Google Scholar
• Rueda, M. I. y Sánchez, E. (1994). Algunas consideraciones sobre las posibilidades de recuperación del lenguaje escrito en los niños disléxicos. En J. A. Puertollano (Ed.). Dislexia y Dificultades en el Aprendizaje. Madrid: CEPE.
   Google Scholar
• Rueda, M. I. y Sánchez, E. (1996). Relación entre conocimiento fonémico y dislexia: un estudio instruccional. Cognitiva, 8 (2), 215–234.
   Google Scholar
• Rueda, M. I., Sánchez, E. y González, L. (1990). El análisis de la palabra como instrumento para la rehabilitación de la dislexia. Infancia y Aprendizaje, 49, 39–52.
   Google Scholar
• Sánchez, E. & Rueda, M. I. (1991). Segmental awareness and dyslexia: Is it possible to learn to segment well and yet continue to read and write poorly? Reading and Writing: An interdisciplinary Journal, 3, 11–18.
   Web of Science ®Google Scholar
• Seidenberg, M. S. (1985a). The time course of phonological code activation in two writing systems. Cognition, 19, 1–30.
   PubMed Web of Science ®Google Scholar
• Seidenberg, M. S. (1985b). The time course of information activation and utilization in visual word recognition. En D. Besner, T. Waller y G. Mackinnon (Eds.), Reading Research: Advances in theory and practice (vol 5, pp. 199–252). New York: Academic Press.
   Google Scholar
• Seidenberg, M. S. & Mcclelland, J. L. (1989). A distributed developmental model of word recognition and naming. Psychological Review, 96, 523–568.
   PubMed Web of Science ®Google Scholar
• Siegel, L. S. (1989a). IQ is irrelevant to the definition of learning disabilities. Journal of Learning Disabilities, 22, 469–478.
   PubMed Web of Science ®Google Scholar
• Siegel, L. S. (1989b). Why we do not need IQ test scores in the definition and analysis of learning disability. Journal of Learning Disabilities, 22, 514–518.
   PubMed Web of Science ®Google Scholar
• Siegel, L.S. (1992). An evaluation of the discrepancy definition of dyslexia. Journal of Learning Disbilities, 25, 618–629.
   PubMed Web of Science ®Google Scholar
• Siegel, L. S. & Ryan, E. B. (1988). Development of grammatical-sensitivity, phonological, and short term memory skills in normally achieving and subtypes of learning disabled children. Developmental Psychology, 24 28–37.
   Web of Science ®Google Scholar
• Snowling, M. J., Goulandris, N. & Defty, N. (1996). A longitudinal study of reading development in dyslexic children.Journal of Educational Psychology, 88, 653–669.
   Web of Science ®Google Scholar
• Stanovich, K. E. (1986). Cognitive processes and the reading problems of learning disabled children: Evaluating the assumption of specificity. En J. K. Torgesen & B. Y. L. Wong (Eds.), Psychological and educational perspectives on learning disabilities (pp. 87–131), San Diego, CA: Academic Press.
   Google Scholar
• Stanovich, K. E. (1988). Explaning the differences between the dyslexic and garden variety poor reader: The phonological-core variance-difference model. Journal of Learning Disabilities, 21, 590–612.
   PubMed Web of Science ®Google Scholar
• Stahl, S. & Murray, B. (1994). Defining phonological awareness and its relationship to early reading. Journal of Educational Psychology, 86, 221–234.
   Web of Science ®Google Scholar
• Swanson, H. L. (1999). Reading research for students with LD: A meta-analysis of intervention outcomes. Journal of Learning Disabilities, 6, 504–532.
   Google Scholar
• Torgesen, J. K., Morgan, S. T. & Davis, C. (1992). Effects of two types of phonological awareness training on word learning in kindergarten children. Journal of Educational Psychology, 84, 364–370.
   Web of Science ®Google Scholar
• Yopp, H. K. (1988). The validity and reliability of phonemic awareness tests. Reading Research Quarterly, 23, 159–177.
   Google Scholar