Influence of Reading Skills on Categorizing Sounds Tasks in Mexican Spanish Speaking Children.sav

We explore if performance in categorizing sound tasks (a task to assess phonological awareness ) is influenced by reading skills in a sample of Mexican Spanish-speaking typical readers (n = 36) and children with developmental dyslexia (n = 11). We tested this hypothesis by mean of comparison of scores in two categorizing sounds tasks: one in which phonological beginning of the words share spelling, and other in which spelling is unhelpful or interferes to find the correct answers. Results showed lower scores in the second task, providing evidence that performance in categorizing sounds is influenced by reading skills in typical readers and children with DD. <br><br>

本研究以36名墨西哥西班牙语母语典型阅读者以及11名发展性阅读障碍（developmental dyslexia）儿童为研究样本，探究语音分类任务——一类用于评估语音意识（phonological awareness）的任务——的表现是否受阅读技能的影响。<br><br>本研究通过对比两项语音分类任务的得分来验证上述假设：其中一项任务中，单词的语音起始部分与拼写形式相匹配；另一项任务中，拼写不仅无法为解题提供帮助，反而会干扰正确答案的获取。实验结果显示，第二项任务的得分普遍更低，这表明无论是典型阅读者还是发展性阅读障碍儿童，其语音分类任务的表现均会受到阅读技能的影响。