Training Reading Fluency and Comprehension of Spanish Children with Dyslexia

Abstract

First, we present a summary of reading and dyslexia research in the Spanish language. Although reading research in Spanish has followed English research, studies are less numerous in Spanish and have appeared later in time. During the 1990s, Spanish studies on reading focused on phonological processing. Recent studies have examined other aspects of reading and have shown that impaired reading rate is a distinctive feature of individuals with dyslexia in Spanish. In Spanish, as in other transparent orthographies, reading speed problems seem to be more evident and relevant than accuracy problems. Secondly, we examine whether the computerized Reading Accelerated Program (RAP) enhances the sentence reading rate and the reading comprehension of 12 Spanish children with dyslexia, and whether the results found in this program transfer to reading printed material. Training results showed that children with dyslexia were able to increase their sentence reading rate and comprehension level when pushed to do so with accelerated reading training, providing evidence for the Acceleration Phenomenon. Post-test results, showed significant gains in rapid naming of letters, pseudoword reading time, and visual symbol search. Finally, we discuss results with regard to future lines of research on reading fluency to improve the effectiveness of interventions directed at Spanish children with developmental dyslexia.