Spanish Dyslexia and Reading Difficulties: A Bibliography

Compiled by Jill Kerper Mora, Ed.D.
San Diego State University

Aguilar Villagrán, M., Marchena Consejero, E., Navarro Guzmán, J. I., Menacho Jiménez, I., & Alcalde Cuevas, C. (2011). Niveles de dificultad de la conciencia fonológica y aprendizaje lector [Levels of difficulty in phonological awareness and learning to read]. Revista de Logopedia, Foniatría y Audiología, 31(2), 96-105.

Álvarez-Cañizo, M., Martínez-García, C., Cuetos, F., & Suárez-Coalla, P. (2020). Development of reading prosody in school-age Spanish children: A longitudinal study. Journal of Research in Reading, 43(1), 1-18. https://doi.org/10.1111/1467-9817.12286

Alvarez-Cañizo, M., Suárez-Coalla, P., & Cuetos, F. (2018). The role of sublexical variables in reading fluency development among Spanish children. Journal of Child Language, 45, 858-877. https://doi.org/10.1017/S0305000917000514

Ardila, A., & Cuetos, F. (2016). Applicability of dual-route reading models to Spanish. Psicothema, 28(1), 71-75. https://doi.org/10.7334/psicothema2015.103

Artiles, A. J., & Klinger, J. K. (2006). Forging a knowledge base on English Language Learners with special needs: Theoretical, population, and technical issues. Teachers College Record, 108, 2187-2194.

Calet, N., Gutiérrez-Palma, N., Defior, S., & Jiménez-Fernández, G. (2019). Linguistic and non-linguistic prosodic skills in Spanish children with developmental dyslexia. Research in Developmental Disabilities, 90, 92-100.

Carrillo Gallego, M. S., Alegría Iscoa, J., Miranda López, P., & Sánchez Pérez, N. (2011). Evaluación de la dislexia en la escuela primaria; Prevalencia en español [Evaluating dyslexia in primary school children: Prevalence in Spanish]. Estudios de Psicología, 4(2), 35-44.

Castejón, L., González-Pumariega, & Cuetos, F. (2015). El desarrollo de la fluidez en la lectura de palabras en educación primaria: Un seguimiento longitudinal de seis años. [Development of word reading fluency along primary education: A six-year follow-up]. Infancia y Aprendizaje, 38(3), 842-871. https://doi.org/10.1080/02103702.2015.1076266

Centeno, J. G., & Anderson, R. T. O., Loraine K. (Eds.). (2007). Communication disorders in Spanish speakers: Theoretical, research and clinical aspects. Multilingual Matters.

Cuetos, F., & Valle, F. (1988). Modelos de lectura y dislexias. Infancia y Aprendizaje, 44, 3-19.

Davies, R., & Cuetos, F. (2005). Acquired dyslexia in Spanish: A review and some observations on a new case of deep dyslexia. Behavioural Neurology, 16, 85–101.

Davies, R., Cuetos, F., & Giez-Seijas, R. M. (2007). Reading development and dyslexia in a transparent orthography: A survey of Spanish children. Annals of Dyslexia, 57, 179-198.

Defior, S. (1996). Una clasificación de las tareas utilizadas en la evaluación de las habilidades fonológicas y algunas ideas para su mejora [Assessment of phonological skills: A classification and some ideas on how to improve them]. Infancia y Aprendizaje, 73, 49-63.

Goldstein, B. A. (Ed.). (2022). Bilingual language development and disorders in Spanish-English speakers (Third ed.). Paul R. Brookes Publishing.

González Seijas, R. M., Cuetos Vega, F., López Larrosa, S., & Vilar Fernández, J. (2017). Efectos del entrenamiento en conciencia fonológica y velocidad de denominación sobre la lectura: Un estudio longitudinal. [Effects of training in  phonological awareness and speed of literacy learning: A longitudinal study]. Estudios Sobre Educación, 32, 155-177. https://doi.org/10.15581/004.32.155-177

Goodrich, J. M., Fitton, L., & Thayer, L. (2023). Relations between oral language skills and English reading achievement among Spanish–English bilingual children: A quantile regression analysis. Annals of Dyslexia, 73(1), 6–28. https://doi.org/10.1007/s11881-022-00257-1

Goodrich, J. M., & Lonigan, C. J. (2016). Lexical characteristics of Spanish and English words and the development of phonological awareness skills in Spanish-speaking language-minority children. Reading & Writing, 29, 683-704.

Gorman, B. K., & Gillam, R. B. (2003). Phonological awareness in Spanish: A tutorial for speech-language pathologists. Communication Disorders Quarterly, 25(1), 13-22.

Goswami, U. (2002). Phonology, reading development, and dyslexia: A cross-linguistic perspective. Annals of Dyslexia, 52, 141-163.

Greene, K., & Fiestas, C. (2022). The development of oral narrative language skills and disorders in Spanish-English bilingual children. In B. A. Goldstein (Ed.), Bilingual language development and disorders in Spanish-English speakers (Third ed., pp. 237-263).

Gutiérrez Fresneda, R., De Vicente-Yagüe Jara, M. I., & Alarcón Postigo, R. (2020). Desarrollo de la conciencia fonológica en el inicio del proceso de aprendizaje de la lectura [Development of the phonological awareness in the beginning of the process of learning to read]. Revista signos Estudios de Lingüística, 53(104), 664-681.

Hus, Y. (2012). Literacy and metalinguistic considerations of multilingual children with Speech Sound Disorders. In S. G. McLeod, Brian (Ed.), Multilingual aspects of specch sound disorders in children. (pp. 244-256). Multilingual Matters.

Iglesias, A., & Rojas, R. (2022). Bilingual language development of English Learners. In B. A. Goldstein (Ed.), Bilingual language development and disorders in Spanish-English speakers (Third ed., pp. 9-43). Brookes Publishing.

Ijalba, E., & Bustos, A. R., Sayume. (2020). Phonological-orthographic deficits in developmental dyslexia in three Spanish-English bilingual students. American Journal of Speech-Language Pathology, 29, 1133-1151.

Jiménez, J. E., Guzmán, R., Rodríguez, C., & Artiles, C. (2009). Prevalencia de las dificultades específicas de aprendizaje: la dislexia en español [Prevalence of specific learning disabilities: Dyslexia in Spanish]. Anales de psicología, 25(1), 78-85.

Jiménez González, J. E., & Hernández Valle, I. (2000). Word identification and reading disorders in the Spanish language. Journal of Learning Disabilities, 33(1), 44-60.

Leal Carretero, F., & Suro Sánchez, J. (2012). Las tareas de conciencia fonológica en preescolar: Una revisión de las pruebas empleadas en población hispanohablante [The tasks of phonological awareness in preschool: A review of the assessments applied with Spanish-speaking populations]. Revista Mexicana de Investigación Educativa, 17(54), 729-757.

Martínez-García, C., Suárez-Coalla, P., & Cuetos, F. (2019). Development of orthographic representations in Spanish children with dyslexis: The influence of previous semantic and phonological knowledge. Annals of Dyslexia, 69, 186-201. https://doi.org/10.1007/s11881-019-00178-6

Mena Andrade, S. (2020). Enseñanza del código alfabético desde la ruta fonológica [Instruction of the alphabetic code through the phonological route]. Revista Andina de Educación, 3(1), 2-7.

Patterson, J. L., & Pearson, B. Z. (2022). Bilingual lexical development, assessment, and intervention. In B. A. Goldstein (Ed.), Bilingual language development and disorders in Spanish-English speakers (Third ed., pp. 119-148). Brookes Publishing.

Peña, E. D., Bedore, L. M., & Kester, E. S. (2016). Assessment of language impairment in bilingual children using semantic tasks: Two languages classify better than one. International Journal of Language and Communication Disorders, 51(2), 192-202.

Peña, E. D., Kester, E. S., & Sheng, L. (2022). Semantic development in Spanish-English bilinguals. In B. A. Goldstein (Ed.), Bilingual language development and disorders in Spanish-English speakers (Third ed., pp. 149-170). Paul H. Brookes Publishing.

Ripamonti, E., Aggujaro, S., Molteni, F., Zonca, G., Fustaci, M., & Luzzatti, C. (2014). The anatomical foundations of acquired reading disorders: A neuropsychological verification of the dual-route model of reading. Brain and Language, 134(2014), 44-67.

Suárez-Coalla, P., Alvarez-Cañizo, M., & Cuetos, F. (2016). Orthographic learning in Spanish children. Journal of Research in Reading, 39(3), 292-311. https://doi.org/10.1111/1467-9817.12043

Suárez-Coalla, P., & Cuetos, F. (2012). Reading strategies in Spanish developmental dyslexics. Annals of Dyslexia, 62, 71-81

Suárez-Coalla, P., Martínez-García, C., & Cuetos, F. (2017). Morpheme-based reading and writing in Spanish children with dyslexia. Frontiers in Psychology, 8, 1-10. https://doi.org/doi: 10.3389/fpsyg.2017.01952

Suárez García, D. A., & Quijano Martínez, M. C. (2014). Comprensión de las dificultades de la lectoescritura desde las escuelas neuropsicológicas cognitivas e histórico-cultural [Understanding of the reading and writing difficulties from cognitive and historical-cultural neuropsychological schools]. Enseñanza e Investigación en Psicología, 19(1), 55-75.

Suárez-Yepes, N., Sourdis, M., Lewis Harb, S., & De los Reyes-Aragón, C. J. (2019). Efecto de un programa de estimulación de la conciencia fonológica en niños preescolares: Sensibilidad a la rima y a la segmentación [Effect of a phonological awareness stimulation program in preschoolers: rhyme and segmentation sensitivity]. Psicogente, 22(42), 1-19. https://doi.org/https://doi.org/10.17081/psico.22.42.3508

Vargas, A., & Villamil, W. (2007). El papel de la conciencia fonológica como habilidad subyacente al alfabetismo temprano y su relación en la comprensión de lectura y la producción escrita de textos [The role of phonological awareness as an underlying skill in early literacy and its relationship to reading comprehension and production of written text]. Pensamiento Psicológico, 3(9), 163-174.

Zoccolotti, P. (2022). Success is not the entire story for a scientific theory: The case of the phonological deficit theory of dyslexia. Brain Sciences, 12(425), 1-11.