El retraso en el desarrollo del lenguaje y los problemas de comprensión lectora: una exploración del modelo simple de lectura

Abstract

The present study examined the relationship between language delay and poor reading comprehension. The research involved 74 children aged 7-12 years old. We collected data on language in its various dimensions (morphology, syntax, semantics and pragmatics), reading comprehension, reading speed, working memory and perceptual reasoning. Four groups were formed from the initial sample, according to whether or not they had difficulties in language and reading comprehension. Of the total sample, 47% had no difficulties, 24% showed both poor reading comprehension and language delay, 8% showed language delay but no difficulties in reading comprehension, and 20% showed delay in reading comprehension but not in oral language. Seventy-five percent of children with language delay also had poor reading comprehension, but only 55% of children with poor reading comprehension had difficulties in oral language. Children with delayed language and reading, and children with delays in reading comprehension had lower scores in nonverbal IQ and working memory than the group without difficulties. Perceptual reasoning and the pragmatics scores were the best predictors of poor reading comprehension. The results are interpreted in the context of the simple view of reading.