Comprensión auditiva de oraciones en ni?os con trastorno de la lectura: Estudio con Potenciales Relacionados con Eventos.

摘要

The phonological hypothesis postulates that RD children have a specific impairment in the representation, storage, and/or retrieval of speech sounds. Learning to read requires learning the correspondence between letters and constituent sounds of speech (i.e. the grapbheme-phoneme correspondence). If these sounds are poorly represented, stored, or retrieved, the learning of grapheme-phoneme correspondences will be affected accordingly. Support for the pho- nological hypothesis comes from findings that RD individuals perform particularly poorly on tasks requiring phonological awareness, such as conscious segmentation and the manipula- tion of speech sounds. The dysfunction of left hemisphere perisylvian brain areas underlying phonological representations (or connecting between phonological and orthographic repre- sentations) has been proposed as the neurolo- gical origin of the disorder (Ramus et al., 2003).