Referencias

Las referencias de cada ficha aparecen al final de su marco teórico. Aquí se recogen las de los capítulos generales.

American Educational Research Association, American Psychological Association, and National Council on Measurement in Education. 2014. Standards for Educational and Psychological Testing. Washington, DC: American Educational Research Association.

Anthony, Jason L., and Christopher J. Lonigan. 2004. “The Nature of Phonological Awareness: Converging Evidence from Four Studies of Preschool and Early Grade School Children.” Journal of Educational Psychology 96 (1): 43–55. https://doi.org/10.1037/0022-0663.96.1.43.

Anthony, Jason L., Christopher J. Lonigan, Kimberly Driscoll, Beth M. Phillips, and Stephen R. Burgess. 2003. “Phonological Sensitivity: A Quasi-Parallel Progression of Word Structure Units and Cognitive Operations.” Reading Research Quarterly 38 (4): 470–87. https://doi.org/10.1598/RRQ.38.4.3.

Anthony, Jason L., Jeffrey M. Williams, Lillian K. Durán, Sandra Laing Gillam, Lan Liang, Rachel Aghara, Paul R. Swank, Michael A. Assel, and Susan H. Landry. 2011. “Spanish Phonological Awareness: Dimensionality and Sequence of Development During the Preschool and Kindergarten Years.” Journal of Educational Psychology 103 (4): 857–76. https://doi.org/10.1037/a0025024.

Antzaka, Alexia, Clara D. Martin, Sendy Caffarra, Sophie Schlöffel, Manuel Carreiras, and Marie Lallier. 2018. “The Effect of Orthographic Depth on Letter String Processing: The Case of Visual Attention Span and Rapid Automatized Naming.” Reading and Writing. https://doi.org/10.1007/s11145-017-9799-0.

Anvari, Farid, and Daniël Lakens. 2021. “Using Anchor-Based Methods to Determine the Smallest Effect Size of Interest.” Journal of Experimental Social Psychology 96: 104159. https://doi.org/10.1016/j.jesp.2021.104159.

Araújo, Susana, Alexandra Reis, Karl Magnus Petersson, and Luís Faísca. 2014. “Rapid Automatized Naming and Reading Performance: A Meta-Analysis.” Journal of Educational Psychology. https://doi.org/10.1037/edu0000006.

Avdyli, Rrezarta, Luis Castejón, and Fernando Cuetos. 2014. “Lexical Effects in Word Naming in Spanish Children.” The Spanish Journal of Psychology 17. https://doi.org/10.1017/sjp.2014.24.

Baker, Doris Luft, Patricia Crespo Alberto, Manuel Monzalve Macaya, Isabel García, and Mónica Gutiérrez-Ortega. 2022. “Relation Between the Essential Components of Reading and Reading Comprehension in Monolingual Spanish-Speaking Children: A Meta-Analysis.” Educational Psychology Review 34. https://doi.org/10.1007/s10648-022-09694-1.

Bishop, Dorothy V. M., and Catherine Adams. 1990. “A Prospective Study of the Relationship Between Specific Language Impairment, Phonological Disorders and Reading Retardation.” Journal of Child Psychology and Psychiatry 31 (7): 1027–50. https://doi.org/10.1111/j.1469-7610.1990.tb00844.x.

Bishop, Dorothy V. M., Margaret J. Snowling, Paul A. Thompson, Trisha Greenhalgh, and CATALISE-2 consortium. 2017. “Phase 2 of CATALISE: A Multinational and Multidisciplinary Delphi Consensus Study of Problems with Language Development: Terminology.” Journal of Child Psychology and Psychiatry 58 (10): 1068–80. https://doi.org/10.1111/jcpp.12721.

Bodynek, Joanna, Dana Gaigulo, Andreas Mayer, and Kristina Jonas. 2026. “Prospective Associations Between Morphological Awareness and Children’s (Written) Language Skills: A Systematic Meta-Analytic Review of Longitudinal Studies.” Educational Research Review. https://doi.org/10.1016/j.edurev.2026.100831.

Boer, Madelon van den, Peter F. de Jong, and Marleen M. Haentjens-van Meeteren. 2012. “Lexical Decision in Children: Sublexical Processing or Lexical Search?” Quarterly Journal of Experimental Psychology. https://doi.org/10.1080/17470218.2011.652136.

Bosch, Laura. 2004. Evaluación Fonológica Del Habla Infantil. Barcelona: Masson.

Bosse, Marie-Line, and Sylviane Valdois. 2009. “Influence of the Visual Attention Span on Child Reading Performance: A Cross-Sectional Study.” Journal of Research in Reading. https://doi.org/10.1111/j.1467-9817.2008.01387.x.

Bowey, Judith A. 1984. “The Interaction of Strategy and Context in Children’s Oral Reading Performance.” Journal of Psycholinguistic Research 13. https://doi.org/10.1007/BF01067695.

Bradley, Lynette, and Peter E. Bryant. 1983. “Categorizing Sounds and Learning to Read: A Causal Connection.” Nature 301: 419–21. https://doi.org/10.1038/301419a0.

Cahoon, Abbie, Emine Şimşek, Camilla Gilmore, and Victoria Simms. 2024. “The Cognitive and Numerical Predictors of Early Mathematical Achievement: A Latent Growth Curve Analysis.” Journal of Cognition and Development. https://doi.org/10.1080/15248372.2024.2434036.

Calet, Nuria, María Flores, Gracia Jiménez-Fernández, and Sylvia Defior. 2016. “Habilidades Fonológicas Suprasegmentales y Desarrollo Lector En Niños de Educación Primaria.” Anales de Psicología. https://doi.org/10.6018/analesps.32.1.216221.

Calet, Nuria, Nicolás Gutiérrez-Palma, and Sylvia Defior. 2015. “A Cross-Sectional Study of Fluency and Reading Comprehension in Spanish Primary School Children.” Journal of Research in Reading 38. https://doi.org/10.1111/1467-9817.12019.

Campbell, Jamie I. D., and Derek P. M. Tarling. 1996. “Retrieval Processes in Arithmetic Production and Verification.” Memory & Cognition. https://doi.org/10.3758/BF03200878.

Caravolas, Markéta, Arne Lervåg, Sylvia Defior, Gabriela Seidlová Málková, and Charles Hulme. 2013. “Different Patterns, but Equivalent Predictors, of Growth in Reading in Consistent and Inconsistent Orthographies.” Psychological Science 24 (8): 1398–1407. https://doi.org/10.1177/0956797612473122.

Carioti, Desiré, Marta Franca Masia, Simona Travellini, and Manuela Berlingeri. 2021. “Orthographic Depth and Developmental Dyslexia: A Meta-Analytic Study.” Annals of Dyslexia 71 (3): 399–438. https://doi.org/10.1007/s11881-021-00226-0.

Carretti, Barbara, Cristiana Bosio, Rossana De Beni, and Cesare Cornoldi. 2012. “Comprensión Lectora a Partir de Lectura Oral y Silente: Un Análisis de Los Tiempos y La Adecuación.” Revista Neuropsicología Latinoamericana 4. https://doi.org/10.5579/rnl.2012.0100.

Carrillo Gallego, María Soledad, Jesús Alegría Iscoa, Pilar Miranda López, and Noelia Sánchez Pérez. 2011. “Evaluación de La Dislexia En La Escuela Primaria: Prevalencia En Español.” Escritos de Psicología 4 (2): 35–44. https://doi.org/10.5231/psy.writ.2011.1407.

Carrillo, Marisol. 1994. “Development of Phonological Awareness and Reading Acquisition: A Study in Spanish Language.” Reading and Writing 6 (3): 279–98. https://doi.org/10.1007/BF01027086.

Carrillo, Marisol, Juan Luis Luque, Auxiliadora Sánchez, Amanda Flores, and Almudena Giménez. 2024. Test Colectivo de Eficiencia Lectora (TECLE). Estudio Normativo. Málaga: UMA Editorial. https://doi.org/10.24310/mumaedmumaed.161.

Carroll, Julia M., Cathy Holden, Philip Kirby, Paul A. Thompson, Margaret J. Snowling, and Dyslexia Delphi Panel. 2025. “Toward a Consensus on Dyslexia: Findings from a Delphi Study.” Journal of Child Psychology and Psychiatry 66 (7): 1065–76. https://doi.org/10.1111/jcpp.14123.

Carroll, Julia M., and Margaret J. Snowling. 2001. “The Effects of Global Similarity Between Stimuli on Children’s Judgment of Rime and Alliteration.” Applied Psycholinguistics 22 (3): 327–42. https://doi.org/10.1017/S0142716401003022.

Catts, Hugh W., Charles W. Haynes, and R. Malatesha Joshi. 2026. “Defining Dyslexia: 2025 Revision.” Annals of Dyslexia. https://doi.org/10.1007/s11881-026-00363-4.

Catts, Hugh W., Diane Corcoran Nielsen, Mindy Sittner Bridges, Yi Syuan Liu, and Daniel E. Bontempo. 2015. “Early Identification of Reading Disabilities Within an RTI Framework.” Journal of Learning Disabilities 48 (3): 281–97. https://doi.org/10.1177/0022219413498115.

Clayton, Sarah, Matthew Inglis, and Camilla Gilmore. 2019. “Developmental Differences in Approaches to Nonsymbolic Comparison Tasks.” Quarterly Journal of Experimental Psychology. https://doi.org/10.1177/1747021818755296.

Compton, Donald L., Douglas Fuchs, Lynn S. Fuchs, Bobette Bouton, Jennifer K. Gilbert, Laura A. Barquero, Eunsoo Cho, and Robert C. Crouch. 2010. “Selecting at-Risk First-Grade Readers for Early Intervention: Eliminating False Positives and Exploring the Promise of a Two-Stage Gated Screening Process.” Journal of Educational Psychology 102 (2): 327–40. https://doi.org/10.1037/a0018448.

Compton, Donald L., Jennifer K. Gilbert, Devin M. Kearns, and Richard K. Olson. 2020. “Using an Item-Specific Predictor to Test the Dimensionality of the Orthographic Choice Task.” Annals of Dyslexia 70. https://doi.org/10.1007/s11881-020-00202-0.

Cuadro, Ariel, and Daniel Costa. 2014. “Orthographic Lexicon and Reading Skills in Young Spanish Speaking Readers.” Estudios de Psicología 35. https://doi.org/10.1080/02109395.2014.965457.

Cuadro, Ariel, Alexa von Hagen, and Daniel Costa Ball. 2017. “Procedural Differences in the Calculation of the Prevalence of Reading Difficulties in Spanish-Speaking School Children.” Estudios de Psicología 38. https://doi.org/10.1080/02109395.2016.1268388.

Cubilla-Bonnetier, Daniel. 2024. “Prevalencia de Dislexia Del Desarrollo En Español: Un Metaanálisis.” Revista Argentina de Ciencias Del Comportamiento 16. https://doi.org/10.32348/1852.4206.v16.n3.38343.

Cunningham, Anna, Adrian Burgess, Caroline Witton, Joel B. Talcott, and Laura R. Shapiro. 2021. “Dynamic Relationships Between Phonological Memory and Reading: A Five Year Longitudinal Study from Age 4 to 9.” Developmental Science. https://doi.org/10.1111/desc.12986.

D’Alessio, María Josefina, Virginia Jaichenco, and Maximiliano A. Wilson. 2019. “The Relationship Between Morphological Awareness and Reading Comprehension in Spanish-Speaking Children.” Scandinavian Journal of Psychology. https://doi.org/10.1111/sjop.12578.

Davies, Robert, Fernando Cuetos, and Rosa Mary Glez-Seijas. 2007. “Reading Development and Dyslexia in a Transparent Orthography: A Survey of Spanish Children.” Annals of Dyslexia 57 (2): 179–98. https://doi.org/10.1007/s11881-007-0010-1.

Davies, Robert, Javier Rodríguez-Ferreiro, Paz Suárez, and Fernando Cuetos. 2013. “Lexical and Sub-Lexical Effects on Accuracy, Reaction Time and Response Duration: Impaired and Typical Word and Pseudoword Reading in a Transparent Orthography.” Reading and Writing 26 (5): 721–38. https://doi.org/10.1007/s11145-012-9388-1.

Deacon, S. Hélène, and Michael J. Kieffer. 2018. “Understanding How Syntactic Awareness Contributes to Reading Comprehension: Evidence from Mediation and Longitudinal Models.” Journal of Educational Psychology. https://doi.org/10.1037/edu0000198.

Defior, Sylvia. 2004. “Phonological Awareness and Learning to Read: A Cross-Linguistic Perspective.” In Handbook of Children’s Literacy, edited by Terezinha Nunes and Peter Bryant, 631–49. Springer. https://doi.org/10.1007/978-94-017-1731-1_33.

Denton, Carolyn A., Jan E. Hasbrouck, Laurie R. Weaver, and Cynthia A. Riccio. 2000. “What Do We Know about Phonological Awareness in Spanish?” Reading Psychology 21 (4): 335–52. https://doi.org/10.1080/027027100750061958.

Desoete, Annemie, Anneliesje Ceulemans, Frauke De Weerdt, and Stefanie Pieters. 2012. “Can We Predict Mathematical Learning Disabilities from Symbolic and Non-Symbolic Comparison Tasks in Kindergarten? Findings from a Longitudinal Study.” British Journal of Educational Psychology 82 (1): 64–81. https://doi.org/10.1348/2044-8279.002002.

Ferretti, G., S. Mazzotti, and D. Brizzolara. 2008. “Visual Scanning and Reading Ability in Normal and Dyslexic Children.” Behavioural Neurology. https://doi.org/10.1155/2008/564561.

Ferroni, Marina, and Beatriz Diuk. 2014. “Recodificación Fonológica y Formación de Representaciones Ortográficas En Español.” Psykhe 23. https://doi.org/10.7764/psykhe.23.2.599.

Flores, Amanda, Auxiliadora Sánchez, Juan L. Luque, and Almudena Giménez. 2026. “Exploring the Double Deficit Hypothesis in Spanish Schoolchildren Using Latent Profile Analysis.” Journal of Research in Reading 49 (1): e70023. https://doi.org/10.1111/1467-9817.70023.

Foulin, Jean Noël. 2005. “Why Is Letter-Name Knowledge Such a Good Predictor of Learning to Read?” Reading and Writing 18 (2): 129–55. https://doi.org/10.1007/s11145-004-5892-2.

Fritzley, V. Heather, and Kang Lee. 2003. “Do Young Children Always Say Yes to Yes-No Questions? A Metadevelopmental Study of the Affirmation Bias.” Child Development 74 (5): 1297–1313. https://doi.org/10.1111/1467-8624.00608.

García, Eduardo, Juan E. Jiménez, Desirée González, and Elisabeth Jiménez-Suárez. 2013. “Problemas de Comprensión En El Alumnado de Educación Primaria y Educación Secundaria Obligatoria: Un Estudio de Prevalencia En Español.” European Journal of Investigation in Health, Psychology and Education 3 (2). https://doi.org/10.1989/ejihpe.v3i2.28.

Geary, David C., and Kristy vanMarle. 2016. “Young Children’s Core Symbolic and Nonsymbolic Quantitative Knowledge in the Prediction of Later Mathematics Achievement.” Developmental Psychology. https://doi.org/10.1037/dev0000214.

Giménez, Almudena, Auxiliadora Sánchez, Amanda Flores, and Juan L. Luque. 2023. “Teachers’ Opinions about the Teaching of Reading in Spain.” Psicología Educativa 29 (1): 65–73. https://doi.org/10.5093/psed2022a11.

Göbel, Silke M., Sarah E. Watson, Arne Lervåg, and Charles Hulme. 2014. “Children’s Arithmetic Development: It Is Number Knowledge, Not the Approximate Number Sense, That Counts.” Psychological Science. https://doi.org/10.1177/0956797613516471.

Goodman, Ilana, Amanda Libenson, and Lesly Wade-Woolley. 2010. “Sensitivity to Linguistic Stress, Phonological Awareness and Early Reading Ability in Preschoolers.” Journal of Research in Reading. https://doi.org/10.1111/j.1467-9817.2009.01423.x.

Graf Estes, Katharine, Julia L. Evans, and Nicole M. Else-Quest. 2007. “Differences in the Nonword Repetition Performance of Children with and Without Specific Language Impairment: A Meta-Analysis.” Journal of Speech, Language, and Hearing Research 50 (1): 177–95. https://doi.org/10.1044/1092-4388(2007/015).

Gutiérrez, Nuria, Juan E. Jiménez, Sara C. de León, and Rocío C. Seoane. 2020. “Assessing Foundational Reading Skills in Kindergarten: A Curriculum-Based Measurement in Spanish.” Journal of Learning Disabilities 53. https://doi.org/10.1177/0022219419893649.

Hautus, Michael J. 1995. “Corrections for Extreme Proportions and Their Biasing Effects on Estimated Values of d’.” Behavior Research Methods, Instruments, & Computers 27 (1): 46–51. https://doi.org/10.3758/BF03203619.

Hoover, Wesley A., and Philip B. Gough. 1990. “The Simple View of Reading.” Reading and Writing 2 (2): 127–60. https://doi.org/10.1007/BF00401799.

Hulme, Charles, Hannah M. Nash, Debbie Gooch, Arne Lervåg, and Margaret J. Snowling. 2015. “The Foundations of Literacy Development in Children at Familial Risk of Dyslexia.” Psychological Science 26 (12): 1877–86. https://doi.org/10.1177/0956797615603702.

International Dyslexia Association. 2025. “Definition of Dyslexia (2025 Dyslexia Definition Project).” https://dyslexiaida.org/.

Jiménez, Juan E., Remedios Guzmán, Cristina Rodríguez, and Ceferino Artiles. 2009. “Prevalencia de Las Dificultades Específicas de Aprendizaje: La Dislexia En Español.” Anales de Psicología 25 (1): 78–85.

Jiménez, Juan E., and M. Rosario Ortiz. 2000. “Metalinguistic Awareness and Reading Acquisition in the Spanish Language.” The Spanish Journal of Psychology 3 (1): 37–46. https://doi.org/10.1017/S1138741600005527.

Jones, Manon W., Jane Ashby, and Holly P. Branigan. 2013. “Dyslexia and Fluency: Parafoveal and Foveal Influences on Rapid Automatized Naming.” Journal of Experimental Psychology: Human Perception and Performance. https://doi.org/10.1037/a0029710.

Jong, Peter F. de. 2011. “What Discrete and Serial Rapid Automatized Naming Can Reveal about Reading.” Scientific Studies of Reading. https://doi.org/10.1080/10888438.2010.485624.

Jorm, Anthony F., and David L. Share. 1983. “Phonological Recoding and Reading Acquisition.” Applied Psycholinguistics 4 (2): 103–47. https://doi.org/10.1017/S0142716400004380.

Kane, Michael T. 2013. “Validating the Interpretations and Uses of Test Scores.” Journal of Educational Measurement 50 (1): 1–73. https://doi.org/10.1111/jedm.12000.

Killingly, Callula, Linda J. Graham, Haley Tancredi, and Pamela Snow. 2024. “Reciprocal Relationships Among Reading and Vocabulary over Time: A Longitudinal Study from Grade 1 to 5.” Reading and Writing. https://doi.org/10.1007/s11145-024-10522-x.

Kim, Young-Suk Grace, and Yaacov Petscher. 2016. “Prosodic Sensitivity and Reading: An Investigation of Pathways of Relations Using a Latent Variable Approach.” Journal of Educational Psychology. https://doi.org/10.1037/edu0000078.

Klingbeil, David A., Peter M. Nelson, Ethan R. Van Norman, and Chris Birr. 2017. “Diagnostic Accuracy of Multivariate Universal Screening Procedures for Reading in Upper Elementary Grades.” Remedial and Special Education. https://doi.org/10.1177/0741932517697446.

Koponen, Tuire, Kenneth Eklund, Riikka Heikkilä, Jonna Salminen, Lynn S. Fuchs, Douglas Fuchs, and Mikko Aro. 2020. “Cognitive Correlates of the Covariance in Reading and Arithmetic Fluency: Importance of Serial Retrieval Fluency.” Child Development. https://doi.org/10.1111/cdev.13287.

Koponen, Tuire, Paula Salmi, Kenneth Eklund, and Tuija Aro. 2013. “Counting and RAN: Predictors of Arithmetic Calculation and Reading Fluency.” Journal of Educational Psychology. https://doi.org/10.1037/a0029285.

Lallier, Marie, Sophie Donnadieu, and Sylviane Valdois. 2013. “Investigating the Role of Visual and Auditory Search in Reading and Developmental Dyslexia.” Frontiers in Human Neuroscience. https://doi.org/10.3389/fnhum.2013.00597.

Landerl, Karin, H. Harald Freudenthaler, Moritz Heene, Peter F. de Jong, Alain Desrochers, George Manolitsis, Rauno Parrila, and George K. Georgiou. 2019. “Phonological Awareness and Rapid Automatized Naming as Longitudinal Predictors of Reading in Five Alphabetic Orthographies with Varying Degrees of Consistency.” Scientific Studies of Reading 23 (3): 220–34. https://doi.org/10.1080/10888438.2018.1510936.

Landerl, Karin, Franck Ramus, Kristina Moll, et al. 2013. “Predictors of Developmental Dyslexia in European Orthographies with Varying Complexity.” Journal of Child Psychology and Psychiatry 54 (6): 686–94. https://doi.org/10.1111/jcpp.12029.

Landerl, Karin, and Heinz Wimmer. 2008. “Development of Word Reading Fluency and Spelling in a Consistent Orthography: An 8-Year Follow-up.” Journal of Educational Psychology 100 (1): 150–61. https://doi.org/10.1037/0022-0663.100.1.150.

Larsen, Sally A., and Florina Erbeli. 2026. “Developmental Patterns of Receptive Vocabulary and Reading Comprehension from Age 4 to 14: A Sequential Latent Growth Model Design.” Learning and Individual Differences. https://doi.org/10.1016/j.lindif.2026.102916.

Lervåg, Arne, and Charles Hulme. 2009. “Rapid Automatized Naming (RAN) Taps a Mechanism That Places Constraints on the Development of Early Reading Fluency.” Psychological Science. https://doi.org/10.1111/j.1467-9280.2009.02405.x.

Lervåg, Arne, Charles Hulme, and Monica Melby-Lervåg. 2018. “Unpicking the Developmental Relationship Between Oral Language Skills and Reading Comprehension: It’s Simple, but Complex.” Child Development 89 (5): 1821–38. https://doi.org/10.1111/cdev.12861.

Li, Yixun, and Min Wang. 2023. “A Systematic Review of Orthographic Learning via Self-Teaching.” Educational Psychologist 58 (1): 35–56. https://doi.org/10.1080/00461520.2022.2137673.

Liu, Yazhi, Margriet A. Groen, and Kate Cain. 2023. “The Association Between Morphological Awareness and Reading Comprehension in Children: A Systematic Review and Meta-Analysis.” Educational Research Review. https://doi.org/10.1016/j.edurev.2023.100571.

López-Sala, Anna, Mari Aguilera, Nadia Ahufinger, Cristina Martínez-García, Roser Colomé-Roura, Ismael Perálvarez, Sol Balsells, Daniel Cuadras, and Llorenç Andreu. 2025. “Prelectocat. Prueba de Cribado En Catalán Para Detectar Tempranamente Dificultades Lectoras En La Infancia.” Ocnos 24. https://doi.org/10.18239/ocnos_2025.24.2.496.

Loredo, Mariana, Juan L. Luque, Almudena Giménez, and P. Javier López-Pérez. 2025. “Prevalence of Risk for Dyslexia, Risk for Dyscalculia, and Their Comorbidity in Spanish Primary Education: Gender Difference and Socioeconomic Status.” Frontiers in Psychology 16: 1664437. https://doi.org/10.3389/fpsyg.2025.1664437.

Lyon, G. Reid, Sally E. Shaywitz, and Bennett A. Shaywitz. 2003. “A Definition of Dyslexia.” Annals of Dyslexia 53: 1–14. https://doi.org/10.1007/s11881-003-0001-9.

Macdonald, Kelly T., Marcia A. Barnes, Jeremy Miciak, Greg Roberts, Kelly Halverson, Sharon Vaughn, and Paul T. Cirino. 2021. “Sustained Attention and Behavioral Ratings of Attention in Struggling Readers.” Scientific Studies of Reading. https://doi.org/10.1080/10888438.2020.1826950.

Macmillan, Neil A., and C. Douglas Creelman. 2005. Detection Theory: A User’s Guide. 2nd ed. Mahwah, NJ: Lawrence Erlbaum Associates.

Malone, Stephanie A., Kelly Burgoyne, and Charles Hulme. 2020. “Number Knowledge and the Approximate Number System Are Two Critical Foundations for Early Arithmetic Development.” Journal of Educational Psychology 112. https://doi.org/10.1037/edu0000426.

Martínez, Naroa, and Edurne Goikoetxea. 2020. “Los Predictores de La Lectura y Escritura de Palabras Varían En Función de La Estructura Silábica En Español.” Psicología Educativa 26.

Matejko, Anna A., Melanie Lozano, Nicole Schlosberg, Cameron C. McKay, Lucy Core, Cambria Revsine, Shelby N. Davis, and Guinevere F. Eden. 2022. “The Relationship Between Phonological Processing and Arithmetic in Children with Learning Disabilities.” Developmental Science. https://doi.org/10.1111/desc.13294.

McBride-Chang, Catherine, Richard K. Wagner, and Lei Chang. 1997. “Growth Modeling of Phonological Awareness.” Journal of Educational Psychology. https://doi.org/10.1037/0022-0663.89.4.621.

Melby-Lervåg, Monica. 2012. “The Relative Predictive Contribution and Causal Role of Phoneme Awareness, Rhyme Awareness and Verbal Short-Term Memory in Reading Skills: A Review.” Scandinavian Journal of Educational Research. https://doi.org/10.1080/00313831.2011.621215.

Melby-Lervåg, Monica, and Arne Lervåg. 2012. “Oral Language Skills Moderate Nonword Repetition Skills in Children with Dyslexia: A Meta-Analysis of the Role of Nonword Repetition Skills in Dyslexia.” Scientific Studies of Reading. https://doi.org/10.1080/10888438.2010.537715.

Mengisidou, Maria, and Chloë Marshall. 2019. “Deficient Explicit Access to Phonological Representations Explains Phonological Fluency Difficulties in Greek Children with Dyslexia and/or Developmental Language Disorder.” Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2019.00638.

Mercader Ruiz, Jessica, María Jesús Presentación Herrero, and Rebeca Siegenthaler Hierro. 2017. “Influencia de Las Habilidades Matemáticas Básicas En El Rendimiento Posterior.” International Journal of Developmental and Educational Psychology (INFAD) 3. https://doi.org/10.17060/ijodaep.2017.n1.v3.993.

Míguez-Álvarez, Carla, Miguel Cuevas-Alonso, and Ángeles Saavedra. 2022. “Relationships Between Phonological Awareness and Reading in Spanish: A Meta-Analysis.” Language Learning 72 (1): 113–57. https://doi.org/10.1111/lang.12471.

Múñez, David, Josetxu Orrantia, Rosario Sánchez, Verónica Carreton, and Laura Matilla. 2024. “Interrelations Between Acuity of the Approximate Number System and Symbolic Skills in Preschool Children.” Journal of Cognition and Development. https://doi.org/10.1080/15248372.2024.2384562.

Muñoz-Sandoval, Ana F., Richard W. Woodcock, Kevin S. McGrew, and Nancy Mather. 2005. Batería III Woodcock-Muñoz. Itasca, IL: Riverside Publishing.

Noordenbos, Mark W., and Willy Serniclaes. 2015. “The Categorical Perception Deficit in Dyslexia: A Meta-Analysis.” Scientific Studies of Reading. https://doi.org/10.1080/10888438.2015.1052455.

Norton, Elizabeth S., and Maryanne Wolf. 2012. “Rapid Automatized Naming (RAN) and Reading Fluency: Implications for Understanding and Treatment of Reading Disabilities.” Annual Review of Psychology 63: 427–52. https://doi.org/10.1146/annurev-psych-120710-100431.

Parrila, Rauno, Dean Dudley, Shuang Song, and George K. Georgiou. 2020. “A Meta-Analysis of Reading-Level Match Dyslexia Studies in Consistent Alphabetic Orthographies.” Annals of Dyslexia 70 (1): 1–26. https://doi.org/10.1007/s11881-019-00187-5.

Parrila, Rauno, John R. Kirby, and Lynn McQuarrie. 2004. “Articulation Rate, Naming Speed, Verbal Short-Term Memory, and Phonological Awareness: Longitudinal Predictors of Early Reading Development?” Scientific Studies of Reading. https://doi.org/10.1207/S1532799XSSR0801_2.

Paul, Stephen T., George Kellas, and James F. Juola. 1992. “Priming Effects on Lexical Access and Decision Processes: A Signal-Detection Analysis.” Psychological Research. https://doi.org/10.1007/BF00922100.

Pennington, Bruce F., and Dorothy V. M. Bishop. 2009. “Relations Among Speech, Language, and Reading Disorders.” Annual Review of Psychology 60: 283–306. https://doi.org/10.1146/annurev.psych.60.110707.163548.

Protopapas, Athanassios, Angeliki Mouzaki, Georgios D. Sideridis, Areti Kotsolakou, and Panagiotis G. Simos. 2013. “The Role of Vocabulary in the Context of the Simple View of Reading.” Reading & Writing Quarterly 29 (2): 168–202. https://doi.org/10.1080/10573569.2013.758569.

Psyridou, Maria, Minna Torppa, Asko Tolvanen, Anna-Maija Poikkeus, Marja-Kristiina Lerkkanen, and Tuire Koponen. 2023. “Developmental Profiles of Arithmetic Fluency Skills from Grades 1 to 9 and Their Early Identification.” Developmental Psychology. https://doi.org/10.1037/dev0001622.

Quezada, Camilo, Sergio Felipe Urbina Reyes, María Prado-Nóvoa, and Carmen Julia Coloma. 2024. “Incidencia de Habilidades Lingüísticas y Lectoras En La Lectura Comprensiva de Escolares Chilenos de Segundo y Tercero Básico.” Revista Signos. https://doi.org/10.4151/s0718-09342024011601039.

Ratcliff, Roger, Pablo Gomez, and Gail McKoon. 2004. “A Diffusion Model Account of the Lexical Decision Task.” Psychological Review. https://doi.org/10.1037/0033-295X.111.1.159.

Ripoll Salceda, Juan Cruz, Milagros M. Tapia Montesinos, and Gerardo Aguado Alonso. 2020. “Velocidad Lectora En Alumnado Hispanohablante: Un Metaanálisis.” Revista de Psicodidáctica 25 (2): 100–108. https://doi.org/10.1016/j.psicod.2020.01.002.

Ripoll Salceda, Juan Cruz, and Diana Sofía Zevallos Polo. 2024. “Intervenciones Para La Mejora de La Velocidad y Fluidez Lectora En Hispanohablantes de Educación Infantil y Primaria: Un Metaanálisis.” Revista de Investigación En Logopedia 14. https://doi.org/10.5209/rlog.90521.

Rodríguez, Cristina, Madelon van den Boer, Juan E. Jiménez, and Peter F. de Jong. 2015. “Developmental Changes in the Relations Between RAN, Phonological Awareness, and Reading in Spanish Children.” Scientific Studies of Reading. https://doi.org/10.1080/10888438.2015.1025271.

Roldán, Luis Ángel, Jesica Formoso, Verónica Zabaleta, and Juan Pablo Barreyro. 2022. “Las Relaciones Entre Prosodia y Comprensión Lectora En Alumnos Hispanohablantes: Revisión Sistemática y Metaanálisis.” Interdisciplinaria 39. https://doi.org/10.16888/interd.2022.39.3.7.

Roldán, Luis Ángel, Johanna Rivera Ibaceta, Julia Arnal De la Peña, Nuria Calet, and Gracia Jiménez-Fernández. 2026. “Prosodic Sensitivity and Phonemic Awareness in Spanish-Language Reading Development: A Cross-Sectional Study.” Reading Psychology. https://doi.org/10.1080/02702711.2026.2735235.

Rønberg, Louise, and Dorthe Klint Petersen. 2016. “It Matters Whether Reading Comprehension Is Conceptualised as Rate or Accuracy.” Journal of Research in Reading 39. https://doi.org/10.1111/1467-9817.12047.

Sánchez, Auxiliadora, María Amparo Cobo, Juan Luis Luque, and Almudena Giménez. s. f. “Fase de Prevención Del Proyecto LEEDUCA. Un Enfoque Proactivo En La Enseñanza de La Lectura.” Cuadernos de Pedagogía, s. f.

Sánchez Gómez, Auxiliadora, Juan Luis Luque Vilaseca, and Almudena Giménez de la Peña. 2022. “Proteger Ante El Fracaso Escolar: Efectos de Intervenir El Lenguaje Oral En Prelectores de Nivel Socioeconómico Bajo.” In Participación, Innovación y Emprendimiento En La Escuela, edited by Antonio Salvador Jiménez Hernández et al., 544–51. Madrid: Dykinson.

Sánchez Gómez, Auxiliadora, María Rodríguez, and Pedro Javier López-Pérez. 2026. “Trastornos de Los Sonidos Del Habla: Desarrollo Fonológico, Fundamentos, Clasificación e Intervención.” Manuscrito en preparación. Versión provisional del 02/11/2026, basada en el manual docente de la asignatura «Intervención logopédica en los trastornos infantiles del habla», Grado en Logopedia, Universidad de Málaga.

Sánchez Gómez, Auxiliadora, María Rodríguez Moreno, and Mariana N. Loredo García. 2023. “La Conciencia Fonológica En Las Aulas Ordinarias: Un Estudio de Campo En Aulas Españolas.” Revista de Logopedia, Foniatría y Audiología. https://doi.org/10.1016/j.rlfa.2023.100440.

Sánchez-Gómez, Auxiliadora, Juan Luis Luque Vilaseca, Almudena Giménez-de-la-Peña, and P. Javier López Pérez. 2025. “Impacto de Una Intervención Proactiva En El Aprendizaje de La Lectura y Sus Dificultades a Través de Una Plataforma Online.” Education in the Knowledge Society 26: e32172. https://doi.org/10.14201/eks.32172.

Sánchez-Vincitore, Laura V., Cledenin Veras, Aída Mencía-Ripley, Carlos Ruiz-Matuk, and Daniel Cubilla-Bonnetier. 2022. “Reading Comprehension Precursors: Evidence of the Simple View of Reading in a Transparent Orthography.” Frontiers in Education 7: 914414. https://doi.org/10.3389/feduc.2022.914414.

Schneider, Michael, Kassandra Beeres, Leyla Coban, Simon Merz, S. Susan Schmidt, Johannes Stricker, and Bert De Smedt. 2017. “Associations of Non-Symbolic and Symbolic Numerical Magnitude Processing with Mathematical Competence: A Meta-Analysis.” Developmental Science. https://doi.org/10.1111/desc.12372.

Serniclaes, Willy, Miguel López-Zamora, Soraya Bordoy, and Juan Luis Luque. 2021. “Allophonic Perception of VOT Contrasts in Spanish Children with Dyslexia.” Brain and Behavior. https://doi.org/10.1002/brb3.2194.

Shen, Linling, Yixian Huang, Zixuan Ma, Man Chen, Chi Ma, and Nathan H. Clemens. 2026. “How Accurate Are Computer-Adaptive Reading Screeners? A Systematic Review and Meta-Analysis of Validity and Classification Accuracy.” School Psychology Review. https://doi.org/10.1080/2372966x.2026.2633597.

Silva, Macarena, and Kate Cain. 2014. “The Relations Between Lower and Higher Level Comprehension Skills and Their Role in Prediction of Early Reading Comprehension.” Journal of Educational Psychology. https://doi.org/10.1037/a0037769.

Simpson, Ian C., Francisco J. Moreno-Pérez, Isabel R. Rodríguez-Ortiz, Marta Valdés-Coronel, and David Saldaña. 2020. “The Effects of Morphological and Syntactic Knowledge on Reading Comprehension in Spanish Speaking Children.” Reading and Writing. https://doi.org/10.1007/s11145-019-09964-5.

Snowling, Margaret J., Arne Lervåg, Hannah M. Nash, and Charles Hulme. 2019. “Longitudinal Relationships Between Speech Perception, Phonological Skills and Reading in Children at High-Risk of Dyslexia.” Developmental Science. https://doi.org/10.1111/desc.12723.

Spencer, Mercedes, and Richard K. Wagner. 2018. “The Comprehension Problems of Children with Poor Reading Comprehension Despite Adequate Decoding: A Meta-Analysis.” Review of Educational Research 88 (3): 366–400. https://doi.org/10.3102/0034654317749187.

Stock, Pieter, Annemie Desoete, and Herbert Roeyers. 2009. “Predicting Arithmetic Abilities: The Role of Preparatory Arithmetic Markers and Intelligence.” Journal of Psychoeducational Assessment 27 (3): 237–51. https://doi.org/10.1177/0734282908330587.

Storch, Stacey A., and Grover J. Whitehurst. 2002. “Oral Language and Code-Related Precursors to Reading: Evidence from a Longitudinal Structural Model.” Developmental Psychology 38 (6): 934–47. https://doi.org/10.1037/0012-1649.38.6.934.

Tobia, Valentina, and Paola Bonifacci. 2015. “The Simple View of Reading in a Transparent Orthography: The Stronger Role of Oral Comprehension.” Reading and Writing. https://doi.org/10.1007/s11145-015-9556-1.

Torppa, Minna, George K. Georgiou, Marja-Kristiina Lerkkanen, Pekka Niemi, Anna-Maija Poikkeus, and Jari-Erik Nurmi. 2016. “Examining the Simple View of Reading in a Transparent Orthography: A Longitudinal Study from Kindergarten to Grade 3.” Merrill-Palmer Quarterly. https://doi.org/10.13110/merrpalmquar1982.62.2.0179.

Van Norman, Ethan R., Peter M. Nelson, David A. Klingbeil, Damien C. Cormier, and Adam J. Lekwa. 2019. “Gated Screening Frameworks for Academic Concerns: The Influence of Redundant Information on Diagnostic Accuracy Outcomes.” Contemporary School Psychology 23. https://doi.org/10.1007/s40688-018-0183-0.

Veenendaal, Nathalie J., Margriet A. Groen, and Ludo Verhoeven. 2015. “What Oral Text Reading Fluency Can Reveal about Reading Comprehension.” Journal of Research in Reading 38. https://doi.org/10.1111/1467-9817.12024.

Villegas Lirola, Francisco. 2023. “Prevalencia y Preferencias Vocacionales Del Alumnado Con Trastorno Del Aprendizaje de La Lectura (Dislexia Del Desarrollo) En Andalucía (España).” Revista CENTRA de Ciencias Sociales. https://doi.org/10.54790/rccs.53.

Wagner, Richard K., Jerad H. Moxley, Christopher Schatschneider, and Fotena A. Zirps. 2023. “A Bayesian Probabilistic Framework for Identification of Individuals with Dyslexia.” Scientific Studies of Reading. https://doi.org/10.1080/10888438.2022.2118057.

Wagner, Richard K., Fotena A. Zirps, Ashley A. Edwards, Sarah G. Wood, Rachel E. Joyner, Betsy J. Becker, Guangyun Liu, and Bethany Beal. 2020. “The Prevalence of Dyslexia: A New Approach to Its Estimation.” Journal of Learning Disabilities 53 (5): 354–65. https://doi.org/10.1177/0022219420920377.

Yang, Ling, Chunbo Li, Xiumei Li, Manman Zhai, Qingqing An, You Zhang, Jing Zhao, and Xuchu Weng. 2022. “Prevalence of Developmental Dyslexia in Primary School Children: A Systematic Review and Meta-Analysis.” Brain Sciences 12 (2): 240. https://doi.org/10.3390/brainsci12020240.

Ziegler, Johannes C., and Usha Goswami. 2005. “Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages: A Psycholinguistic Grain Size Theory.” Psychological Bulletin 131 (1): 3–29. https://doi.org/10.1037/0033-2909.131.1.3.

Ziegler, Johannes C., Conrad Perry, and Marco Zorzi. 2014. “Modelling Reading Development Through Phonological Decoding and Self-Teaching: Implications for Dyslexia.” Philosophical Transactions of the Royal Society B 369 (1634): 20120397. https://doi.org/10.1098/rstb.2012.0397.

Zugarramurdi, Camila, Lucía Fernández, Marie Lallier, Manuel Carreiras, and Juan C. Valle-Lisboa. 2022. “Lexiland: A Tablet-Based Universal Screener for Reading Difficulties in the School Context.” Journal of Educational Computing Research 60. https://doi.org/10.1177/07356331221074300.