Errores en lectura y escritura Un modelo dual

Abstract

The aim of this study was to see to what extent dual models could account for Spanish data on reading and spelling. 60 school children (20 second—, 20 fourth—and 20 eighth— graders) were given 108 words and 108 nzatched nonwords to read aloud and write to dictation. These verbal stimuli were controled for frequency and length (in reading) and also for regularity (in writing). The pattern of results is quite consistent with the predictions made by dual models, although some inconsistencies were found, mainly referred to the «functional independence» of the two routes of reading and spelling.

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