<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672021000100156</article-id>
<article-id pub-id-type="doi">10.23913/ride.v11i22.921</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Desarrollo de la escritura para la codificación y decodificación en niños de primaria de Mérida, Yucatán]]></article-title>
<article-title xml:lang="en"><![CDATA[Development of writing for encoding and decoding in primary school children from Mérida, Yucatán]]></article-title>
<article-title xml:lang="pt"><![CDATA[Desenvolvimento da escrita para codificação e decodificação em crianças do ensino fundamental de Mérida, Yucatán]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nava Martínez]]></surname>
<given-names><![CDATA[Rutilio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Modelo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<volume>11</volume>
<numero>22</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672021000100156&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672021000100156&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672021000100156&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo del presente trabajo fue analizar el desarrollo y consolidación de la escritura en niños. Se evaluó a 546 niños entre la edad de 6 a 12 años utilizando pruebas de escritura y lectura con el fin de medir la cantidad de errores ortográficos. En los resultados se encontró que los niños de grados inferiores cometen, de forma frecuente, errores de ortografía natural (modificación que altera la fonología de la palabra, errores heterófonos); y que todos los niños cometen errores de ortografía arbitraria (sustitución de una letra homófona). Particularmente, se observó que los niños de segundo grado no identifican las palabras mal escritas y que son especialistas en el uso de grafías dominantes para representar su respectivo fonema. Los errores heterófonos y homófonos disminuyeron en los niños de cuarto grado, aquí hubo un mayor dominio de la relación fonema-grafema y viceversa; además, la etapa ortográfica se observó a esta edad, ya que los niños identificaron una mayor cantidad de palabras mal escritas, en comparación con los niños de segundo grado. Los niños de sexto grado mostraron una automatización para escribir e identificar unidades lexicales como -ción, lo que significa que pueden leerlas como un todo y no como una secuencia de unidades grafemas-fonemas. Por último, el aprendizaje de la escritura en el idioma español es rápido, la transición de la etapa alfabética parcial a la ortográfica toma dos años. En algunos casos, sin embargo, los individuos muestran dificultades o problemas (dislexia), por lo que siguen cometiendo errores ortográficos naturales, a pesar de estar expuestos a la misma cantidad de textos que sus pares. Estos individuos con problemas de aprendizaje fueron notorios en sexto grado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective of this work was to analyze the development and consolidation of writing in children. 546 children between the age of 6 to 12 years were evaluated using writing and reading tests in order to measure the number of spelling errors. In the results, it was found that children in lower grades frequently make natural spelling errors (modification that alters the phonology of the word, heterophone errors); and that all children make arbitrary spelling errors (substitution of a homophone letter). In particular, it was observed that second grade children do not identify misspelled words and that they are specialists in the use of dominant spellings to represent their respective phoneme. Heterophone and homophone errors decreased in fourth grade children, here there was a greater dominance of the phoneme-grapheme relationship and vice versa; furthermore, the spelling stage was observed at this age, since the children identified a greater number of misspelled words, compared to the second-grade children. The sixth graders showed an automation for writing and identifying lexical units as -ción, which means that they can read them as a whole and not as a sequence of grapheme-phoneme units. Finally, learning to write in the Spanish language is fast, the transition from the partial alphabetic stage to the spelling one takes two years. In some cases, however, individuals show difficulties or problems (dyslexia), so they continue to make natural spelling errors, despite being exposed to the same amount of text as their peers. These individuals with learning disabilities were noticeable in sixth grade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo deste trabalho foi analisar o desenvolvimento e a consolidação da escrita em crianças. 546 crianças de 6 a 12 anos foram avaliadas por meio de testes de escrita e leitura para medir o número de erros ortográficos. Nos resultados, constatou-se que crianças de séries iniciais cometem erros ortográficos naturais com frequência (modificação que altera a fonologia da palavra, erros de heterofone); e que todas as crianças cometem erros ortográficos arbitrários (substituição de uma letra homófona). Em particular, observou-se que as crianças da segunda série não identificam palavras com erros ortográficos e são especialistas no uso da grafia dominante para representar seus respectivos fonemas. Os erros heterófonos e homófonos diminuíram nas crianças da 4ª série, aqui houve maior dominância da relação fonema-grafema e vice-versa; além disso, o estágio de grafia foi observado nessa idade, uma vez que as crianças identificaram um número maior de palavras incorretas em relação aos da segunda série. Os alunos da sexta série apresentaram uma automação para a escrita e identificação das unidades lexicais como -ção, o que significa que podem lê-las como um todo e não como uma sequência de unidades grafema-fonema. Por fim, aprender a escrever na língua espanhola é rápido, a transição do estágio alfabético parcial para o de ortografia leva dois anos. Em alguns casos, porém, os indivíduos apresentam dificuldades ou problemas (dislexia), por isso continuam a cometer erros ortográficos naturais, apesar de serem expostos à mesma quantidade de texto que seus pares. Esses indivíduos com deficiência de aprendizagem eram perceptíveis na sexta série.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[codificación y decodificación]]></kwd>
<kwd lng="es"><![CDATA[consolidación de la escritura]]></kwd>
<kwd lng="es"><![CDATA[desarrollo de la escritura]]></kwd>
<kwd lng="es"><![CDATA[errores ortográficos]]></kwd>
<kwd lng="es"><![CDATA[ortografía]]></kwd>
<kwd lng="es"><![CDATA[pruebas de lectura y escritura]]></kwd>
<kwd lng="en"><![CDATA[writing development]]></kwd>
<kwd lng="en"><![CDATA[writing consolidation]]></kwd>
<kwd lng="en"><![CDATA[spelling]]></kwd>
<kwd lng="en"><![CDATA[spelling errors]]></kwd>
<kwd lng="en"><![CDATA[orthography]]></kwd>
<kwd lng="en"><![CDATA[reading and writing tests]]></kwd>
<kwd lng="pt"><![CDATA[codificação e decodificação]]></kwd>
<kwd lng="pt"><![CDATA[consolidação da escrita]]></kwd>
<kwd lng="pt"><![CDATA[desenvolvimento da escrita]]></kwd>
<kwd lng="pt"><![CDATA[erros ortográficos]]></kwd>
<kwd lng="pt"><![CDATA[testes de ortografia]]></kwd>
<kwd lng="pt"><![CDATA[leitura e escrita]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Afonso]]></surname>
<given-names><![CDATA[O.]]></given-names>
</name>
<name>
<surname><![CDATA[Suárez]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Cuetos]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Writing Impairments in Spanish Children with Developmental Dyslexia]]></article-title>
<source><![CDATA[Journal of Learning Disabilities]]></source>
<year>2020</year>
<volume>53</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>109-19</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Angelelli]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Marinelli]]></surname>
<given-names><![CDATA[C. V.]]></given-names>
</name>
<name>
<surname><![CDATA[De Salvatore]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Burani]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Morpheme-based Reading and Spelling in Italian Children with Developmental Dyslexia and Dysorthography]]></article-title>
<source><![CDATA[Dyslexia]]></source>
<year>2017</year>
<volume>23</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>387-405</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Baron]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Hogan]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Alt]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Gray]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Cabbage]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Green]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Cowan]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Children with Dyslexia Benefit from Orthographic Facilitation During Spoken Word Learning]]></article-title>
<source><![CDATA[Journal of Speech, Language, and Hearing Research]]></source>
<year>2018</year>
<volume>61</volume>
<numero>8</numero>
<issue>8</issue>
<page-range>2002-14</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[D'Alessio]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Wilson]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Jaincheco]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Morphological De-com-pos-it-ion Helps Recognize Low-er Frequency Words in Typically Developing Spanish Speaking Children]]></article-title>
<source><![CDATA[Journal of Psycholinguistic Research]]></source>
<year>2019</year>
<volume>48</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>1-22</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dávalos]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[González]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Kriscautzky]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Omaña]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Lengua materna. Español. Primer grado]]></source>
<year>2018</year>
<publisher-loc><![CDATA[Ciudad de México, México ]]></publisher-loc>
<publisher-name><![CDATA[Secretaría de Educación Pública]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Defior]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Jiménez]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Serrano]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Complexity and lexicality effects on the acquisition of Spanish spelling]]></article-title>
<source><![CDATA[Learning and Instruction]]></source>
<year>2009</year>
<volume>19</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>55-65</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Defior]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Martos]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Herrera]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Influencia de las características del sistema ortográfico español en el aprendizaje de la escritura de palabras]]></article-title>
<source><![CDATA[Estudios de Psicología]]></source>
<year>2000</year>
<volume>67</volume>
<page-range>55-64</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Diuk]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Borzone]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Sánchez]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Ferroni]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La adquisición de conocimiento ortográfico en niños de 1er a 3er año de educación básica]]></article-title>
<source><![CDATA[Psykhe]]></source>
<year>2009</year>
<volume>18</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>61-71</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ehri]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Learning to read words: theory, findings, and issues]]></article-title>
<source><![CDATA[Scientific Studies of Reading]]></source>
<year>2005</year>
<volume>9</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>167-88</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ferroni]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Mena]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Diuk]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Niveles de respuestas a una intervención en ortografía]]></article-title>
<source><![CDATA[Ciencias Psicológicas]]></source>
<year>2016</year>
<volume>10</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>55-61</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gaintza]]></surname>
<given-names><![CDATA[Z.]]></given-names>
</name>
</person-group>
<source><![CDATA[Escritura de palabras de ortografía arbitraria en lengua castellana: evolución y métodos de instrucción]]></source>
<year>2005</year>
<publisher-name><![CDATA[Euskal Herriko Unibertsitatea, País Vasco]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gómez]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[González]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Guàrdia]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Peró]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Zarabozo]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Zarabozo]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Evaluación del conocimiento ortográfico en adultos jóvenes y su relación con la lectura]]></article-title>
<source><![CDATA[Revista Neuropsicología, Neuropsiquiatría y Neurociencias]]></source>
<year>2014</year>
<volume>14</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>40-67</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[González]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Barrios]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Gómez]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Zarabozo]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The supramarginal and angular gyri underlie orthographic competence in Spanish language]]></article-title>
<source><![CDATA[Brain and Language]]></source>
<year>2017</year>
<volume>175</volume>
<page-range>1-10</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[González]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Gómez]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Rodríguez]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Orthographic Recognition in Late Adolescents: An Assessment Through Event-Related Brain Potentials]]></article-title>
<source><![CDATA[Clinical EEG and Neuroscience]]></source>
<year>2013</year>
<volume>45</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>113-21</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Guàrdia]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Peró]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Zarabozo]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[González]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Gudayol]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Effective connectivity of visual word recognition and homophone orthographic errors]]></article-title>
<source><![CDATA[Frontiers in Psychology]]></source>
<year>2015</year>
<volume>6</volume>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Jiménez]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[O'Shanahan]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
<name>
<surname><![CDATA[Tabraue]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Artiles]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Muñeton]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Guzmán]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Naranjo]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Rojas]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Evolución de la escritura de palabras de ortografía arbitraria en lengua española]]></article-title>
<source><![CDATA[Psicothema]]></source>
<year>2008</year>
<volume>20</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>786-94</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Landerl]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Frith]]></surname>
<given-names><![CDATA[U.]]></given-names>
</name>
<name>
<surname><![CDATA[Wimmer]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Intrusion of orthographic knowledge on phoneme awareness: Strong in normal readers, weak in dyslexic readers]]></article-title>
<source><![CDATA[Applied Psycholinguistics]]></source>
<year>1996</year>
<volume>17</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-14</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Leal]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Matute]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Zarabozo]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La transparencia del sistema ortográfico del español de México y su efecto en el aprendizaje de la escritura]]></article-title>
<source><![CDATA[Estudios de Lingüísticas Aplicada]]></source>
<year>2005</year>
<volume>23</volume>
<numero>42</numero>
<issue>42</issue>
<page-range>127-45</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Matute]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[González]]></surname>
<given-names><![CDATA[A. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Guajardo]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[El sistema de escritura del español y sus efectos sobre las manifestaciones de la dislexia]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Matute]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Guajardo]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<source><![CDATA[Dislexia: definición e intervención en hispanohablantes]]></source>
<year>2012</year>
<edition>1</edition>
<page-range>37-46</page-range><publisher-loc><![CDATA[México ]]></publisher-loc>
<publisher-name><![CDATA[El Manual Moderno]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Moojen]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Gonçalves]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Bassôa]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Navas]]></surname>
<given-names><![CDATA[A. L.]]></given-names>
</name>
<name>
<surname><![CDATA[De Jou]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Miguel]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Adults with dyslexia: how can they achieve academic success despite impairments in basic reading and writing abilities? The role of text structure sensitivity as a compensatory skill]]></article-title>
<source><![CDATA[Annals of Dyslexia]]></source>
<year>2020</year>
<volume>70</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>115-40</page-range></nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sánchez]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Diuk]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Borzone]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Ferroni]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[El desarrollo de la escritura de palabras en español: Interacción entre el conocimiento fonológico y ortográfico]]></article-title>
<source><![CDATA[Interdisciplinaria]]></source>
<year>2009</year>
<volume>26</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>95-119</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="book">
<collab>Secretaría de Educación Pública [SEP]</collab>
<source><![CDATA[Aprendizajes clave para la educación integral. Plan y programas de estudio para la educación básica]]></source>
<year>2017</year>
<publisher-loc><![CDATA[México ]]></publisher-loc>
<publisher-name><![CDATA[Secretaría de Educación Pública]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Signori]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Borzone]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Aprendizaje de la lectura y escritura en español. El predominio de las estrategias fonológicas]]></article-title>
<source><![CDATA[Interdisciplinaria]]></source>
<year>2003</year>
<volume>20</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>5-30</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Suárez]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Cuetos]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Role of Morphology in Reading in Spanish-Speaking Children with Dyslexia]]></article-title>
<source><![CDATA[Spanish Journal of Psychology]]></source>
<year>2013</year>
<volume>16</volume>
<page-range>1-7</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Suárez]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Cuetos]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Reading difficulties in Spanish adults with dyslexia]]></article-title>
<source><![CDATA[Annals of Dyslexia]]></source>
<year>2015</year>
<volume>65</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>33-51</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Suárez]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Alvárez]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Martínez]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[García]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Cuetos]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Reading prosody in Spanish dyslexics]]></article-title>
<source><![CDATA[Annals of Dyslexia]]></source>
<year>2016</year>
<volume>66</volume>
<page-range>275-300</page-range></nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Suárez]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Martínez]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Cuetos]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Morpheme-Based Reading and Writing in Spanish Children with Dyslexia]]></article-title>
<source><![CDATA[Frontiers in Psychology]]></source>
<year>2017</year>
<volume>8</volume>
<page-range>1-9</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
