Problemas de comprensión en el alumnado de Educación Primaria y Educación Secundaria Obligatoriaun estudio de prevalencia en español

Referencias bibliográficas

• Aaron, P.G., Frantz, S.S. y Manges, A.R. (1990). Dissociation between pronunciation and comprehension in reading disabilities. Reading and Writing: An Interdisciplinary Journal, 3, 1-22.
• Cain, K., Oakhill, J. y Bryant, P. (2000). Phonological skills and comprehension failure: A test of the phonological processing deficit hypothesis. Reading and Writing: An Interdisciplinary Journal, 13, 31-56.
• Cain, K., Oakhill, J. y Lemmon, K. (2004). Individual differences in the inference of word meanings from context: The influence of reading comprehension, vocabulary knowledge, and memory capacity. Journal of Educational Psychology, 96, 671-681.
• Cattell, R.B y Cattell A.K.S. (1989). Escala de inteligencia factor “g”. Escalas 2 y 3. Madrid: TEA Ediciones.
• Catts, H.W., Adlof, S.M. y Weismer, S. (2006). Language deficits in poor comprehenders: A case for the simple view of reading. Journal of Speech, Language, and Hearing Research, 49, 278.
• Cornoldi, C. y Oakhill, J. (1996). Reading comprehension difficulties: Processes and intervention. Mahwah, NJ, US: Lawrence Erlbaum Associates, Inc.
• Cuadro, A. y Carballo, M. (2007). La velocidad de nominación en el déficit lector. Paper presentado en el X Congreso Latinoamericano para el Desarrollo de la Lectura y Escritura II Congreso Internacional de la Sociedad de Dislexia del Uruguay. Montevideo.
• Ehri, L.C., Nunes, S.R., Stahl, S.A. y Willows, D.M. (2001). Systematic phonics instruction helps students learn to read: Evidence from the national reading panel's meta-analysis. Review of Educational Research, 71, 393-447.
• Floyd, R.G., Bergeron, R. y Alfonso, V.C. (2006). Cattell–Horn–Carroll cognitive ability profiles of poor comprehenders. Reading and Writing, 19, 427-456.
• Frith, U. y Snowling, M. (1983). Reading for meaning and reading for sound in autistic and dyslexic children. British Journal of Developmental Psychology, 1, 329-342.
• Jiménez, J.E. et al (2009). Validez discriminante de la Batería Multimedia SICOLE-R-PRIMARIA para la evaluación de procesos cognitivos asociados a la dislexia. Revista de Investigación Educativa, 27(1), 49-71.
• Jiménez, J.E., Díaz, A., García, E., González, D., Guzmán, R. y Rodríguez, C. (2008). Sicole-RESO: Un sistema de evaluación de los procesos cognitivos en la dislexia mediante ayuda asistida a través del ordenador [Software informático]. Universidad de La Laguna.
• Kavale, K.A. y Forness, S.R. (1996). Learning disability grows up: Rehabilitation issues for individuals with learning disabilities. Journal of Rehabilitation, 62, 34-41.
• Kelso, K., Fletcher, J. y Lee, P. (2007). Reading comprehension in children with specific language impairment: an examination of two subgroups. International Journal of Language and Communication Disorders, 42(1), 39-57.
• McKinney, J.D. (1989). Longitudinal research on the behavioral characteristics of children with learning disabilities. Journal of Learning Disabilities, 22, 141-150.
• Nation, K. (2005). Children’s Reading Comprehension Difficulties. En M.J. Snowling y C. Hulme (Eds.) The Science of Reading: A Handbook (pp. 248-265). Oxford, Blackwell Publishing.
• Nation, K., Adams, J.W., Bowyer-Crane, C.A. y Snowling, M.J. (1999). Working memory deficits in poor comprehenders reflect underlying language impairments. Journal of Experimental Child Psychology, 73, 139-158.
• Nation, K., Clarke, P., Marshall, C.M. y Durand, M. (2004). Hidden language impairments in children: Parallels between poor reading comprehension and specific language impairments? Journal of Speech, Language, and Hearing Research, 47, 199-211.
• Nation, K., Snowling, M.J. y Clarke, P.J. (2007). Dissecting the relationship between language skills and learning to read: semantic and phonological contributions to new vocabulary learning in children with poor reading comprehension. Advances in Speech-Language Pathology, 9, 131-139.
• Nation, K. y Snowling, M. (1997). Assessing reading difficulties: The validity and utility of current measures of reading skill. British Journal of Educational Psychology, 67, 359-370.
• Nation, K. y Snowling, M.J. (1998). Semantic processing and the development of wordrecognition skills: Evidence from children with reading comprehension difficulties. Journal of Memory and Language, 39, 85-101.
• Oakhill, J.V., Cain, K. y Bryant, P.E. (2003). The dissociation of word reading and text comprehension: Evidence from component skills. Language and Cognitive Processes, 18, 443-468.
• OCDE (2007). PISA 2006: Science Competencies for Tomorrow’s World: Results from PISA 2006. ISBN: 9789264040007.
• Osborne, S.S., Schulte, A.C. y McKinney, J.D. (1991). A longitudinal study of students with learning disabilities in mainstream and resource programs. Exceptionality, 2, 81-95.
• Perfetti, C.A. (1985). Reading ability. New York: OUP.
• Sabornie, E.J. (1994). Social-affective characteristics in early adolescents identified as learning disabled and nondisabled. Learning Disability Quarterly, 17, 268-279.
• Sparks, R.L. (2001). Phonemic awareness and reading skill in hyperlexic children: a longitudinal study. Reading and writing: An interdisciplinary Journal, 14, 333-360.
• Spear-Swerling, L. y Sternberg, R.J. (1996). Off track: When poor readers become learning disabled. Boulder, CO: Westview-HarperCollins.
• Stothard, S.E. y Hulme, C. (1995). A comparison of phonological skills in children with reading comprehension difficulties and children with decoding difficulties. Journal of Child Psychology and Psychiatry, 36, 399-408.
• Swanson, H.L. (1999). Reading research for students with LD: A meta-analysis of intervention outcomes. Journal of Learning Disabilities, 32, 504-532.
• Tramontana, M.G., Hooper, S. y Selzer, S.C. (1988). Research on preschool prediction of later academic achievement: A review. Developmental Review, 8, 89-14.
• Welsh, M.C., Pennington, B.F. y Rogers, S. (1987). Word recognition and comprehension skills in hyperlexic children. Brain and language, 32, 76-96.
• Yuill, N. y Oakhill, J. (1991). Children's problems in text comprehension: An experimental investigation. New York: Cambridge University Press.