Lectura, ortografía y habilidades fonológicas de estudiantes sordos con y sin implante coclear

  1. Virginia González
  2. Ana-Belén Domínguez
Revista:
Revista de logopedia, foniatría y audiología

ISSN: 0214-4603

Any de publicació: 2019

Volum: 39

Número: 2

Pàgines: 75-85

Tipus: Article

DOI: 10.1016/J.RLFA.2018.07.001 DIALNET GOOGLE SCHOLAR

Altres publicacions en: Revista de logopedia, foniatría y audiología

Objectius de Desenvolupament Sostenible

Resum

Introducción El objetivo del trabajo fue determinar el papel de los códigos ortográficos y fonológicos en el aprendizaje de la lectura en estudiantes sordos con y sin implante coclear (IC). Se analizaron varias cuestiones: 1) si la calidad de las representaciones fonológicas que poseen y su capacidad para manipularlas depende o no del uso de IC; 2) si los niveles lectores que alcanzan dependen de la calidad de las representaciones fonológicas, y 3) si las representaciones ortográficas que almacenan provienen de las representaciones fonológicas correspondientes. Metodología Participaron 172 estudiantes sordos con edades entre los 6 y los 18 años, divididos en 4 grupos: alumnos con IC precoz, alumnos con IC tardío, alumnos sin IC con sordera moderada y alumnos sin IC con sordera profunda. Como grupo control, participó un grupo de 797 oyentes de igual edad. Todos fueron evaluados con una prueba de lectura, una de ortografía y 3 de metafonología. Resultados Los resultados muestran que los IC, sobre todo los colocados precozmente (antes de 30 meses), conducen a mejores resultados en todas las tareas experimentales. En el extremo opuesto encontramos el grupo con sordera profunda sin IC. Las representaciones ortográficas parecen almacenarse utilizando las representaciones fonológicas correspondientes, que a su vez mejoran gracias a la información ortográfica proporcionada por la actividad de lectura en sí. Discusión y conclusiones Se discute la necesidad de establecer una enseñanza explícita y sistemática en habilidades metafonológicas antes y durante la enseñanza de lectura de los estudiantes sordos.

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Fuente de los datos: Dialnet