Resumo

CARTAGENA VELEZ, Paula Gisela  e  MUNETON AYALA, Mercedes Amparo. Written spelling in children with reading dificulties:¿associated or dissociated abilities?. Rev. Actual. Investig. Educ [online]. 2016, vol.16, n.1, pp.334-356. ISSN 1409-4703.  http://dx.doi.org/10.15517/aie.v16i1.22627.

This article aims to identify the relationship between reading and writing processes. So, there was done a study in Medellín (Colombia), it examined whether children (8 -10 years) with Reading problems exhibit writing problems, in spite of the visual and auditory input. Eleven children without Reading problems and 12 with Reading problems were assessed on spelling tasks by the expert judgement of a psychologist. The study analyzed errors sucha as: substitution, omission, rotations, addition, inversion, fragmentations, and consonant changes. Also, it was used the answer latencies. The results revealed that children with Reading difficulties showed longer latencies, writing slower and committed more errors than children without Reading difficulties. In this sense, results support relationship between reading and writing processes.

Palavras-chave : Reading; Writing; Relationship; Response Latencies; Colombia.

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