Bibliografia fichas para trabajar la dislexia: Conciencia fonológica
BIBLIOGRAFIA FICHAS PARA TRABAJAR LA DISLEXIA
LECTURA DE FRASES:
Calvo, N., & Calvo, A. R. (2016). Errores de lectura en escolares disléxicos de Educación Primaria.
Lorenzo, S. T. (2017). La dislexia y las dificultades en la adquisición de la lectoescritura. Profesorado. Revista de Currículum y Formación de Profesorado, 21(1), 423-432.
Quezada, N. F., & Oviedo, P. O. (2019). Eficacia de un programa de fluidez lectora con escolares disléxicos. Revista de Logopedia, Foniatría y Audiología, 39(1), 11-19.
Velásquez, R., & Mirthila, M. (2017). Programa de lecturas progresivas para mejorar la comprensión lectora en niños con dislexia del segundo grado del nivel primario del distrito de San Martin de Porres, Lima-2016.
Diamanti, V., Goulandris, N., Stuart, M., Campbell, R., & Protopapas, A. (2018). Tracking the effects of dyslexia in reading and spelling development: A longitudinal study of Greek readers. Dyslexia, 24(2), 170-189.
Suárez-Coalla, P., & Cuetos, F. (2015). Reading difficulties in Spanish adults with dyslexia. Annals of dyslexia, 65(1), 33-51.
Ellis, A. W. (2016). Reading, writing and dyslexia (classic edition): a cognitive analysis. Psychology Press.
FONOLOGÍA:
Catts, H. W., McIlraith, A., Bridges, M. S., & Nielsen, D. C. (2017). Viewing a phonological deficit within a multifactorial model of dyslexia. Reading and Writing, 30(3), 613-629.
Etchepareborda, M. C. (2003). La intervención en los trastornos disléxicos: entrenamiento de la conciencia fonológica. Rev Neurol, 36(1), 13-9.
Flaugnacco, E., Lopez, L., Terribili, C., Montico, M., Zoia, S., & Schön, D. (2015). Music training increases phonological awareness and reading skills in developmental dyslexia: a randomized control trial. PloS one, 10(9), e0138715.
Goswami, U., & Bryant, P. (2016). Phonological skills and learning to read. Routledge.
Kalashnikova, M., Goswami, U., & Burnham, D. (2019). Delayed development of phonological constancy in toddlers at family risk for dyslexia. Infant Behavior and Development, 57, 101327.
Hakvoort, B., de Bree, E., van der Leij, A., Maassen, B., van Setten, E., Maurits, N., & van Zuijen, T. L. (2016). The role of categorical speech perception and phonological processing in familial risk children with and without dyslexia. Journal of Speech, Language, and Hearing Research, 59(6), 1448-1460.
Mengisidou, M., & Marshall, C. R. (2019). Deficient Explicit Access to Phonological Representations Explains Phonological Fluency Difficulties in Greek Children With Dyslexia and/or Developmental Language Disorder. Frontiers in Psychology, 10, 638.
Rack, J. P. (2017). Dyslexia: The phonological deficit hypothesis. In Dyslexia in children (pp. 5-37). Routledge.
Schaadt, G., & Männel, C. (2019). Phonemes, words, and phrases: Tracking phonological processing in pre-schoolers developing dyslexia. Clinical Neurophysiology.
Shaywitz, S., Shaywitz, B., Wietecha, L., Wigal, S., McBurnett, K., Williams, D., … & Hooper, S. R. (2017). Effect of atomoxetine treatment on reading and phonological skills in children with dyslexia or attention-deficit/hyperactivity disorder and comorbid dyslexia in a randomized, placebo-controlled trial. Journal of child and adolescent psychopharmacology, 27(1), 19-28.
Szenkovits, G., Darma, Q., Darcy, I., & Ramus, F. (2016). Exploring dyslexics’ phonological deficit II: Phonological grammar. First language, 36(3), 316-337.
Zuk, J., Perdue, M. V., Becker, B., Yu, X., Chang, M., Raschle, N. M., & Gaab, N. (2018). Neural correlates of phonological processing: Disrupted in children with dyslexia and enhanced in musically trained children. Developmental cognitive neuroscience, 34, 82-91.
Saksida, A., Iannuzzi, S., Bogliotti, C., Chaix, Y., Démonet, J. F., Bricout, L., … & George, F. (2016). Phonological skills, visual attention span, and visual stress in developmental dyslexia. Developmental Psychology, 52(10), 1503.
ANÁLISIS ORTOGRÁFICO:
Bourassa, D., & Treiman, R. (2003). Spelling in children with dyslexia: Analyses from the Treiman-Bourassa early spelling test. Scientific studies of reading, 7(4), 309-333.
Bruck, M., & Treiman, R. (1990). Phonological awareness and spelling in normal children and dyslexics: The case of initial consonant clusters. Journal of experimental child psychology, 50(1), 156-178.
Cassar, M., Treiman, R., Moats, L., Pollo, T. C., & Kessler, B. (2005). How do the spellings of children with dyslexia compare with those of nondyslexic children?. Reading and Writing, 18(1), 27-49.
Giannouli, V., & Banou, M. (2019). The intelligibility and comprehension of synthetic versus natural speech in dyslexic students. Disability and Rehabilitation: Assistive Technology, 1-10
Saha, N. M., Del Tufo, S. N., & Cutting, L. E. (2019). Learning Lexical Information Depends Upon Task, Learning Approach, and Reader Subtype. Journal of learning disabilities, 0022219419862266.
Araújo, S., Faísca, L., Bramão, I., Reis, A., & Petersson, K. M. (2015). Lexical and sublexical orthographic processing: An ERP study with skilled and dyslexic adult readers. Brain and language, 141, 16-27.
Ellis, A. W. (2016). Reading, writing and dyslexia (classic edition): a cognitive analysis. Psychology Press.
PALABRAS:
Boros, M., Anton, J. L., Pech-Georgel, C., Grainger, J., Szwed, M., & Ziegler, J. C. (2016). Orthographic processing deficits in developmental dyslexia: Beyond the ventral visual stream. NeuroImage, 128, 316-327.
Bruck, M. (1990). Word-recognition skills of adults with childhood diagnoses of dyslexia. Developmental psychology, 26(3), 439.
D’Mello, A. M., & Gabrieli, J. D. (2018). Cognitive neuroscience of dyslexia. Language, Speech, and Hearing Services in Schools, 49(4), 798-809.
Verhoeven, L., & Keuning, J. (2018). The nature of developmental dyslexia in a transparent orthography. Scientific Studies of Reading, 22(1), 7-23.
Verhoeven, L., Perfetti, C., & Pugh, K. (Eds.). (2019). Developmental dyslexia across languages and writing systems. Cambridge University Press.
Saha, N. M., Del Tufo, S. N., & Cutting, L. E. (2019). Learning Lexical Information Depends Upon Task, Learning Approach, and Reader Subtype. Journal of learning disabilities, 0022219419862266.
Suárez-Coalla, P., Villanueva, N., González-Pumariega, S., & González-Nosti, M. (2016). Spelling difficulties in Spanish-speaking children with dyslexia/Dificultades de escritura en niños españoles con dislexia. Infancia y Aprendizaje, 39(2), 275-311.
PSEUDOPALABRAS:
De Bastiani, P., Barry, C., & Carreras, M. (2018). Mechanisms for reading non-words: Evidence from a case of phonological dyslexia in an Italian reader. In Perspectives on cognitive neuropsychology (pp. 253-268). Routledge.
de la Haba, B. I. (2018). Detección temprana de los trastornos específicos del neurodesarrollo del lenguaje mediante una prueba de repetición de palabras y pseudopalabras
Neciosup Guibert, N. A. (2018). Relación entre la lectura de pseudopalabras y el nivel de conciencia fonológica en alumnos de segundo de primaria de Trujillo 2017.
Van Vreckem, C., & Desoete, A. (2018). Spelling of pseudowords and real words in Dutch-speaking children with and without dyslexia. Topics in Language Disorders, 38(4), 286-298.
Riley, E. A., & Thompson, C. K. (2015). Training pseudoword reading in acquired dyslexia: a phonological complexity approach. Aphasiology, 29(2), 129-150.
MEMORIA SEMÁNTICA:
Deacon, S. H., Tong, X., & Mimeau, C. (2016). Morphological and semantic processing in developmental dyslexia across languages: a theoretical and empirical review. Dyslexia across languages and writing systems: A handbook.
Deacon, S. H., Tong, X., & Mimeau, C. (2019). 15 Morphological and Semantic Processing in Developmental Dyslexia. Developmental Dyslexia across Languages and Writing Systems, 327.
Nouwens, S., Groen, M. A., & Verhoeven, L. (2017). How working memory relates to children’s reading comprehension: the importance of domain-specificity in storage and processing. Reading and writing, 30(1), 105-120.
Schiff, R., Cohen, M., Marton, R., & Sasson, A. (2019). Auditory Morphological Knowledge in Adults with Dyslexia: The Importance of Semantic Information. Scientific Studies of Reading, 1-17.
van Rijthoven, R., Kleemans, T., Segers, E., & Verhoeven, L. (2018). Beyond the phonological deficit: Semantics contributes indirectly to decoding efficiency in children with dyslexia. Dyslexia, 24(4), 309-321.
Wang, E., Zhou, G., Wang, Y., Huang, H., Hou, Y., & Liu, J. (2017). Word recognition semantic processing defects in Chinese children with developmental dyslexia: An event-related potential study. NeuroQuantology, 15(2).
Wong, P., Ngan, Y. S., & Zhen, Y. (2019). Do children with dyslexia have a general auditory processing deficit, phonological processing deficit or semantic deficit: Insights from linguistic and non-linguistic tone perception in Cantonese-speaking children with Dyslexia. In International Congress of Phonetic Sciences (ICPhS) 2019.
Dickens, J. V., Fama, M. E., DeMarco, A. T., Lacey, E. H., Friedman, R. B., & Turkeltaub, P. E. (2019). Localization of phonological and semantic contributions to reading. Journal of Neuroscience, 39(27), 5361-5368.
Martínez-García, C., Suárez-Coalla, P., & Cuetos, F. (2019). Development of orthographic representations in Spanish children with dyslexia: the influence of previous semantic and phonological knowledge. Annals of dyslexia, 1-18.
EJERCICIOS OPTOMÉTRICOS:
Parkosadze, K., Tatishvili, T., Lomidze, N., & Kunchulia, M. (2019). ISSUES OF VISUAL ATTENTION AND EXECUTIVE FUNCTIONS IN CHILDREN WITH DYSLEXIA. Georgian medical news, (287), 61-66.
Reiter, A., Tucha, O., & Lange, K. W. (2005). Executive functions in children with dyslexia. Dyslexia, 11(2), 116-131.
Saksida, A., Iannuzzi, S., Bogliotti, C., Chaix, Y., Démonet, J. F., Bricout, L., … & George, F. (2016). Phonological skills, visual attention span, and visual stress in developmental dyslexia. Developmental Psychology, 52(10), 1503.
Smith-Spark, J. H., Henry, L. A., Messer, D. J., Edvardsdottir, E., & Zięcik, A. P. (2016). Executive functions in adults with developmental dyslexia. Research in Developmental Disabilities, 53, 323-341.
Varvara, P., Varuzza, C., Padovano Sorrentino, A. C., Vicari, S., & Menghini, D. (2014). Executive functions in developmental dyslexia. Frontiers in human neuroscience, 8, 120.