Phonological recovery in Spanish developmental dyslexics through the tip-of-the-tongue paradigm / Recuperación fonológica en disléxicos evolutivos españoles mediante el paradigma de la punta de la lengua

Background: Developmental dyslexics have difficulties accessing and retrieving the phonological form of words, in the absence of a deficit at the semantic level. The aim of this work was to study, through the Tip-of-the-tongue (TOT) paradigm, the problems of lexical access in Spanish-speaking developmental dyslexics and the relationship with their phonological awareness. Method: A group of developmental dyslexics (14) and other children without reading difficulties (14), aged 7 to 12, performed a picture naming task of medium and low frequency and a task of phonological awareness. Results: The results indicated that dyslexic children generally show a greater number of TOT phenomena than the control group. Despite being able to provide semantic information of the drawing, they had difficulties retrieving partial phonological information. Conclusions: These results indicate that developmental dyslexic children have particular difficulty in accessing the phonological form of words, which may be interesting for the development of intervention programs for these children (AU)

Antecedentes: los disléxicos evolutivos tienen dificultades para acceder y recuperar la forma fonológica de las palabras, sin presentar un déficit a nivel semántico. El propósito de este trabajo era estudiar, a través del paradigma del fenómeno de la punta de la lengua, los problemas de acceso léxico en niños con dislexia evolutiva y su posible relación con la conciencia fonológica. Método: un grupo de niños disléxicos (14) y otro grupo sin dificultades lectoras (14), con edades comprendidas entre 7 y 12 años, realizaron una tarea de denominación de dibujos de frecuencia media - baja y una tarea de conciencia fonológica. Resultados: los resultados indicaron que los niños disléxicos generalmente presentan mayor número de fenómenos de punta de la lengua que el grupo control. A pesar de ser capaces de dar información semántica acerca del dibujo, los disléxicos presentan dificultades para recuperar la información parcial fonológica. Conclusiones: los resultados indican que los disléxicos evolutivos tienen particular dificultad para acceder a la forma fonológica de las palabras. Esto puede ser interesante para desarrollar programas de intervención para estos niños (AU)

Phonological recovery in Spanish developmental dyslexics through the tip-of-the-tongue paradigm.

BACKGROUND: Developmental dyslexics have difficulties accessing and retrieving the phonological form of words, in the absence of a deficit at the semantic level. The aim of this work was to study, through the Tip-of-the-tongue (TOT) paradigm, the problems of lexical access in Spanish-speaking developmental dyslexics and the relationship with their phonological awareness. METHOD: A group of developmental dyslexics (14) and other children without reading difficulties (14), aged 7 to 12, performed a picture naming task of medium and low frequency and a task of phonological awareness. RESULTS: The results indicated that dyslexic children generally show a greater number of TOT phenomena than the control group. Despite being able to provide semantic information of the drawing, they had difficulties retrieving partial phonological information. CONCLUSIONS: These results indicate that developmental dyslexic children have particular difficulty in accessing the phonological form of words, which may be interesting for the development of intervention programs for these children.