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dc.contributor.author
Diuk, Beatriz Graciela
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dc.contributor.author
Barreyro, Juan Pablo
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dc.contributor.author
Ferroni, Marina Valeria
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dc.contributor.author
Mena, Milagros
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dc.contributor.author
Serrano, Francisca
dc.date.available
2020-07-01T19:13:51Z
dc.date.issued
2019-01
dc.identifier.citation
Diuk, Beatriz Graciela; Barreyro, Juan Pablo; Ferroni, Marina Valeria; Mena, Milagros; Serrano, Francisca; Reading Difficulties in Low-SES Children: A Study of Cognitive Profiles; Routledge Journals, Taylor & Francis Ltd; Journal of Cognition and Development; 20; 1; 1-2019; 75-95
dc.identifier.issn
1524-8372
dc.identifier.uri
http://hdl.handle.net/11336/108619
dc.description.abstract
Reading difficulties of children growing up in poverty contexts have not received as much attention as those of children from middle-income families. This paper analyzes the reading-related cognitive profiles of Argentine, Spanish-speaking, low-SES children with reading difficulties (RD), by comparing them with chronological age- (CA) and reading age- (RA) matched children from the same socioeconomic background. Ninety children (30 in each group) participated in the study. Testing included reading, spelling, verbal memory, phonological sensitivity, rapid naming, letter knowledge, and vocabulary measures. Results showed that children from the RD group performed significantly worse than their same-age peers. These findings would suggest the presence of a cognitive vulnerability in children with reading difficulties. Interestingly, when compared with children from the RA-matched control group, children in the RD group only obtained significantly lower scores in phoneme segmentation and letter-sound recognition tasks. Cognitive profiles of low-income children growing in poverty differ from cognitive profiles described for middle-income children with dyslexia. Given that teaching of letter sounds is not included in Argentina’s mandatory curriculum, it is possible that letter-sound teaching constitutes an environmental factor that interacts with other risk factors to produce reading difficulties in poverty contexts.
dc.format
application/pdf
dc.language.iso
eng
dc.publisher
Routledge Journals, Taylor & Francis Ltd
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dc.rights
info:eu-repo/semantics/restrictedAccess
dc.rights.uri
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.subject
READING DIFFICULTIES
dc.subject
COGNITIVE PROFILES
dc.subject.classification
Otras Psicología
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dc.subject.classification
Psicología
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dc.subject.classification
CIENCIAS SOCIALES
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dc.title
Reading Difficulties in Low-SES Children: A Study of Cognitive Profiles
dc.type
info:eu-repo/semantics/article
dc.type
info:ar-repo/semantics/artículo
dc.type
info:eu-repo/semantics/publishedVersion
dc.date.updated
2020-07-01T17:15:07Z
dc.identifier.eissn
1532-7647
dc.journal.volume
20
dc.journal.number
1
dc.journal.pagination
75-95
dc.journal.pais
Reino Unido
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dc.journal.ciudad
Londres
dc.description.fil
Fil: Diuk, Beatriz Graciela. Universidad Nacional de San Martín. Escuela de Humanidades; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
dc.description.fil
Fil: Barreyro, Juan Pablo. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; Argentina
dc.description.fil
Fil: Ferroni, Marina Valeria. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Nacional de San Martín. Escuela de Humanidades; Argentina
dc.description.fil
Fil: Mena, Milagros. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Nacional de San Martín. Escuela de Humanidades; Argentina
dc.description.fil
Fil: Serrano, Francisca. Universidad de Granada; España
dc.journal.title
Journal of Cognition and Development
dc.relation.alternativeid
info:eu-repo/semantics/altIdentifier/url/https://www.tandfonline.com/doi/abs/10.1080/15248372.2018.1545656?journalCode=hjcd20
dc.relation.alternativeid
info:eu-repo/semantics/altIdentifier/doi/http://dx.doi.org/10.1080/15248372.2018.1545656
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