{"id":82582,"date":"2000-01-01T00:00:00","date_gmt":"2000-01-01T00:00:00","guid":{"rendered":"https:\/\/www.deberes.net\/tesis\/sin-categoria\/adquisicion-de-la-lectura-en-lengua-castellana-perfiles-cognitivos-de-aprendices-con-dificultades\/"},"modified":"2000-01-01T00:00:00","modified_gmt":"2000-01-01T00:00:00","slug":"adquisicion-de-la-lectura-en-lengua-castellana-perfiles-cognitivos-de-aprendices-con-dificultades","status":"publish","type":"post","link":"https:\/\/www.deberes.net\/tesis\/psicologia\/adquisicion-de-la-lectura-en-lengua-castellana-perfiles-cognitivos-de-aprendices-con-dificultades\/","title":{"rendered":"Adquisicion de la lectura en lengua castellana: perfiles cognitivos de aprendices con dificultades."},"content":{"rendered":"<h2>Tesis doctoral de <strong> Angel Calvo Rodriguez <\/strong><\/h2>\n<p>Se aborda el problema de la identificaci\u00f3n de diferentes tipos de dislexia, en aprendices de una lengua de ortograf\u00eda superficial (castellano), utilizando la metodolog\u00eda propuesta por castles y coltheart (1993) y desarrollada en subsiguientes estudios (manis et al., 1996; stanovich et al., 1997; genard et al., 1998).  partiendo de una prueba de eficiencia lectora que requiere lectura y comprensi\u00f3n (mar\u00edn et al., En prensa), el criterio del profesor y los cl\u00e1sicos criterios de exclusi\u00f3n, fueron seleccionados 163 buenos lectores (bl) y 66 con retraso lector m\u00ednimo de dos a\u00f1os (lr), de edades entre ocho y doce a\u00f1os.  se realiz\u00f3 la comparaci\u00f3n de bl y lr, igualados en edad cronol\u00f3gica, a partir de las puntuaciones en lectura de pseudopalabras y decisi\u00f3n ortogr\u00e1fica. En funci\u00f3n del patr\u00f3n normal de relaciones entre ambas puntuaciones (recta de regresi\u00f3n en bl y tomando un intervalo de confianza del 90%) se identificaron entre los lr, 19 del tipo fonol\u00f3gico (nivel de lectura de pseudopalabras inferior al esperado a partir de la puntuaci\u00f3n en decisi\u00f3n ortogr\u00e1fica) y 14 del tipo superficial (patr\u00f3n opuesto).  la comparaci\u00f3n de bl y lr igualados en eficiencia lectora reduce a 10 los casos del primer subtipo, y a uno los del segundo. Resultados similares han sido interpretados suponiendo que el subtipo superficial presenta un patr\u00f3n normal y el fonol\u00f3gico uno desviado (stanovich et al., 1997).  la comparaci\u00f3n de bl y lr igualados en ec y controlada estad\u00edsticamente la influencia del nivel lector, reduce a 5 los casos del subtipo fonol\u00f3gico (10,9* de la muestra de lectores retrasados) y a 4 los de superficie (8,7%), mostrando as\u00ed una proporci\u00f3n muy baja de casos de retraso lector, mientras que la mayor\u00eda de lr presentan un patr\u00f3n de desarrollo \u00abnormal\u00bb (80,4% de la muestra).  los resultados de este estudio son comparados con otros similares realizados en lenguas no transparentes.  la identificaci\u00f3n d<\/p>\n<p>&nbsp;<\/p>\n<h3>Datos acad\u00e9micos de la tesis doctoral \u00ab<strong>Adquisicion de la lectura en lengua castellana: perfiles cognitivos de aprendices con dificultades.<\/strong>\u00ab<\/h3>\n<ul>\n<li><strong>T\u00edtulo de la tesis:<\/strong>\u00a0 Adquisicion de la lectura en lengua castellana: perfiles cognitivos de aprendices con dificultades. <\/li>\n<li><strong>Autor:<\/strong>\u00a0 Angel Calvo Rodriguez <\/li>\n<li><strong>Universidad:<\/strong>\u00a0 Murcia<\/li>\n<li><strong>Fecha de lectura de la tesis:<\/strong>\u00a0 01\/01\/2000<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h3>Direcci\u00f3n y tribunal<\/h3>\n<ul>\n<li><strong>Director de la tesis<\/strong>\n<ul>\n<li>Mar\u00eda  Soledad Carrillo Gallego<\/li>\n<\/ul>\n<\/li>\n<li><strong>Tribunal<\/strong>\n<ul>\n<li>Presidente del tribunal: Jes\u00fas Alegria iscoa <\/li>\n<li>adelina Estevez monzo (vocal)<\/li>\n<li>  (vocal)<\/li>\n<li>  (vocal)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Tesis doctoral de Angel Calvo Rodriguez Se aborda el problema de la identificaci\u00f3n de diferentes tipos de dislexia, en aprendices [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center 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