Orthographic transparency and acquired dyslexias (alexias) in Spanish speakers: a review / La transparencia ortográfica y las alexias (acquired dyslexias) en hispanohablantes, una revisión

Abstract

The characteristics of acquired dyslexias in Spanish speakers have been the subject of intense debate due to the effect of the orthographic transparency of Spanish. For some authors, this transparency implies that reading must always be phonologically mediated and that the dual-route reading models and patterns of acquired dyslexia described in English-speaking patients are not applicable to Spanish speakers. Other authors have reported on cases of Spanish speakers that fit into the cognitive typology. We reviewed all publications on acquired dyslexia in Spanish speakers with three intentions: to verify if the patterns observed were in keeping with the cognitive typology mentioned above; to analyse the influence of the method of study on findings; and to consider which theoretical approach best explains them. As a result of the review, we could unmistakably identify cognitive acquired dyslexia patterns and conclude that cognitive dual-route models can explain the characteristics of acquired dyslexia in Spanish-speaking patients.