Severidad en las dificultades de aprendizaje de la lectura: diferencias en la percepción del habla y la conciencia fonológica

a set of phonological awareness, phoneme identification, discrimination and temporal order tasks were administered to dyslexic children and chronological age (ca) and reading-level (rl) comparison groups. the identification and discrimination task stimuli consisted of nine /ba-da/ syllables over an articulation continuum. syllables were obtained by manipulating formants 2 and 3. data were analyzed using two methods. anova comparisons showed significant differences between the dyslexic and control groups in the discrimination and temporal order tasks, whereas parameters from the identification task (slope and boundary) did not reach significance. a procedure to assess deviance was also developed. 44% of dyslexic children showed at least two 1.65 standard deviation measures. moreover, there was an association between phonological awareness and speech perception performance. generally, the results were similar to the main findings described in the literature. thus, we suggest that measures from speech perception tasks could be incorporated as complementary elements in developmental dyslexia diagnosis procedures.