The Journal of Research in Speech and Language Therapy (ISSN-e 2174-5218) is an open access electronic journal published by the University Complutense of Madrid, the University of Castilla-La Mancha and the Association of Speech Therapists of Castilla la Mancha. This Journal releases two issues per year and is for the purpose of contributing internationally to the development of the Speech and Language Therapy. The Editorial Board understands that our field is a diverse and interdisciplinary science with a clinical basis. The Journal of Research in Speech and Language Therapy would like to invite, researchers and professionals worldwide, to contribute with their articles, both empirical or theoretical, through this emerging publication.
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Design and rationale for a speech and language treatment plan for children and adolescents diagnosed with or suspected of being abused, and their families
Child abuse (CA) is a global public health problem with serious consequences for the communicative and neuropsychological development of children and adolescents (BA). Despite evidence of its impact, speech-language pathology has had little participation in its approach, especially in Colombia. The objective of this study is to establish and design a speech-language path of action contextualized to the Colombian case for the care of children and adolescents diagnosed or suspected of CA and their families, based on a trauma-informed approach. Mixed study with a sequential explanatory design. Phases1) a systematic literature review (n=34 articles), 2) qualitative interviews with health professionals (n=12), and 3) a theoretical-methodological integration process for the design of the path. The results show that the categories emerging from the systematic review and interviews revealed key gaps in speech-language pathology practice and the need for a trauma-informed restorative approach. From an ecosystemic-relational approach and a critical-constructivist ontoepistemology, the intervention is conceived as a restorative, compassionate, and contextual process, centered on children and adolescents and their care environments. The theoretical discussions guided the structuring of the pathway into three stages: promotion and prevention, acute phase, and repair. The proposal positions speech therapy as a key element in CA contexts. The need for trauma-informed and rights-oriented professional training is highlighted.
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Palliative approach in an oncology patient with oropharyngeal dysphagia: A case report
Advanced cancer represents a highly complex clinical condition, frequently associated with progressive functional decline and impaired quality of life. Among its most relevant manifestations are swallowing disorders, which may be exacerbated as a consequence of contemporary oncological treatments, particularly immunotherapy. In this context, Triple M syndrome—characterized by the overlap of myocarditis, myositis, and myasthenia gravis induced by immune checkpoint inhibitors—constitutes a severe neuromuscular complication with direct impact on swallowing function. This article describes the speech-language pathology management of a clinical case involving a 67-year-old patient with advanced cancer and oropharyngeal dysphagia secondary to Triple M syndrome. The intervention was conducted within a palliative care framework, integrating compensatory strategies alongside rehabilitative-oriented orofacial myofunctional exercises, aligned with the patient’s goals and priorities. Systematic adherence to the therapeutic process resulted in a favorable evolution of swallowing performance, facilitating the transition from exclusive gastrostomy feeding to predominantly oral intake, with a positive impact on comfort and quality of life.
Mastery of reading skills is essential in the transition to adulthood and educational and professional prospects. This study aimed to determine the reading profile of adults with deafness and explore the relationship between comprehension of expository texts and other reading processes (reading words and phrases), as well as its relationship with the use of prostheses, level of education, gender and knowledge of sign language. Adults with and without hearing loss who had completed compulsory education and were matched in terms of average chronological age completed a set of standardised tests to assess oral and written language. No differences were observed between the groups in lexical skills or verbal working memory. Although the deaf group performed below expectations on average in grammatical comprehension and expository text comprehension, half of them achieved typical levels in expository comprehension. In this group, comprehension was mainly associated with grammatical proficiency, while in hearing individuals it depended primarily on recognition of infrequent words. In terms of audiological factors, the deaf participants who achieved good expository comprehension were those with the least degree of hearing loss, who used bimodal prosthetic adaptation (hearing aids and cochlear implants), who had knowledge of sign language, and who were female. This study contributes to understanding the diverse literacy profiles of deaf adults and suggests the need to further investigate the protective characteristics of good readers as an alternative to studying deficits.
Impact of the use of the WS-01 bottle nipple in feeding therapy for preterm infants
The preterm neonate presents with immature oral reflexes and ineffective coordination of sucking, swallowing, and breathing. These alterations can lead to serious complications such as penetration and aspiration. The role of the speech-language pathologist is to ensure a safe feeding route and a transition toward full oral feeding. The purpose of this study was to determine the impact of using the preterm nipple (WS-1 code 01319) in habilitation and/or rehabilitation therapy for feeding in preterm infants. A longitudinal, descriptive, and comparative study was conducted. Using simple random sampling, a sample of 90 preterm infants was obtained. The intervention consisted of stimulation of the orofacial musculature, non-nutritive sucking exercises, and the use of Pigeon WS-01 preterm nipples. The control group was composed of 23 preterm infants who underwent the same exercises but used a traditional nipple. The study was approved by the ethics committee of the Araucanía Sur Health Service. Among the findings, in the group of preterm newborns who used the WS-01 nipple, 81% were discharged with the removal of the nasogastric tube (NGT) and oral feeding within the first 12 days, compared to only 9% in the control group that did not use the nipple. The use of the nipple has proven to be an effective tool that reduces hospitalization days and shortens the transition time from NGT to exclusive oral feeding, which can be complemented with breastfeeding.
Identifying efficient practices in inclusive communication for people with complex communication needs
Research and professional practice related to intervention programs with inclusive communication objectives highlight the need for intervention practices that have been endorsed by criteria for effective outcomes. This paper analyzes the types of intervention practices and highlights the importance of effective practices in inclusive communication, especially for groups of people with complex communication needs. The results of an analytical study conducted using the Delphi method with groups of professionals with expertise in communication and language interventions for people with complex communication needs are presented. The aim is to extract common elements among effective practices that would be useful for designing effective intervention programs for people with complex communication needs. The results of the study are complemented by the incorporation of first-hand experiences from professionals with expertise in communication and language intervention programs for people with complex communication needs.
Exploring language in schizophrenia: The use of low frequency words as a linguistic marker schizophrenia symptoms
Our study aims to assess lexical uniqueness in Spanish-speaking individuals with schizophrenia, as well as analyze the peculiarity in word usage concerning symptom predominance. Furthermore, we aim to investigate whether word associations could elucidate the usage of uncommon terms by this population. The sample consists of 50 people diagnosed with schizophrenia (56% with a predominance of positive symptoms and 44% with negative symptoms). The semantic and phonological verbal fluency test was administered. Through the ESPAL database, the frequencies of the generated words were analyzed. Just as the associations of the words were studied through an analysis of blinded judges. People with schizophrenia use a greater number of low-frequency words, especially in positive symptoms in both phonological verbal fluency and semantic verbal fluency, the differences being statistically significant. We observed a greater association of words depending on the sound in the phonological fluency tests while in semantic fluency a greater semantic association was observed both with statistical significance. Our results support the validity of the method for assessing word distinctiveness by people with schizophrenia, especially when they present positive symptoms. The use of rare words could be used as an objective measure for the distinction of symptomatology in schizophrenia.
Characterization of Language and Communication in a Child with Syndromic Microphthalmia Type 3 SOX2 Gene Mutation: Case Report
Syndromic microphthalmia type 3, associated with a mutation in the SOX2 gene, is a rare congenital condition that is usually accompanied by multisystem alterations and significant impairment of neurological, sensory, and communicative development. The aim of this case report was to characterize language and communication in a six-year-old child diagnosed with syndromic microphthalmia type 3 and bilateral congenital blindness. A speech-language assessment was conducted through direct observation in a natural context, complemented by the application of standardized instruments for pediatric populations and visual impairment. The Rossetti Infant-Toddler Language Scale, the Leonhardt Scale, the Reynell-Zinkin Scales, and the Functional Communication Classification System (CFCS) were administered. The results demonstrated a global developmental delay, with communicative functioning equivalent to a developmental age below twelve months. Absence of functional verbal language was observed, along with limited use of vocalizations and gestures, few symbolic abilities, and marked dependence on adults to sustain interaction. According to the CFCS classification, the child was placed at Level IV, corresponding to an inconsistent communicator even with familiar partners, despite preserved communicative intent and relative strengths in nonverbal and pragmatic communication. In conclusion, this case confirms that mutation of the SOX2 gene is associated with a severely compromised and heterogeneous communicative profile, in which nonverbal communication constitutes a central axis for speech-language intervention and for the planning of early, specialized, individualized, and continuous support.
Phonological Trajectories in Down Syndrome: A Multidimensional Analysis
Phonological development in individuals with Down syndrome (DS) follows a complex and extended trajectory, characterised by marked intra-individual variability that compromises both intelligibility and communicative participation. This study explores such complexity through a multidimensional framework grounded in Non-Linear Phonology, integrating segmental and suprasegmental measures including Whole Word Match (WWM), Word Shape Match (WSM), Stress Match (SM), and Percentage of Consonants Correct (PCC). The overall aim was to characterise the phonological development of 30 Chilean children and adolescents with DS, aged 5 to 20 years, divided into three age groups. Phonological samples were elicited using the Spanish Phonology Test (Bernhardt et al., 2016) and analysed with Phon 3.5 software (Hedlund y Rose, 2020). Analyses of variance, individual profiling via Z-scores, and Principal Component Analysis (PCA) were conducted. Results indicated significant differences across age groups for all metrics, with greater progress observed in childhood and relative stabilisation during adolescence. At the individual level, profiles were highly heterogeneous, with dissociations emerging across metrics. PCA identified a primary dimension of phonological accuracy and a secondary dimension related to stress patterns. These findings underscore the importance of applying comprehensive phonological assessments that address multiple dimensions of speech, in order to design interventions tailored to the specific phonological profiles of individuals with DS.
Communicative vulnerability in the elderly
Communicative vulnerability in older people has been scarcely addressed in literature, especially from qualitative approaches focused on subjective experience. This study aimed to explore the communicative experiences of older people in a situation of normotypical aging, identifying the barriers they face and the resilience strategies they deploy. Qualitative research was carried out with inductive thematic analysis, based on semi-structured interviews with 16 elderly people between 60 and 70 years of age, residing in the provinces of Córdoba, Tucumán and Buenos Aires, Argentina. The corpus was analyzed using initial coding, theme search and theme review or refinement, with support from field notebooks, analytical memos and Atlas.ti 25 software. Four main themes of communicative vulnerability emerged: absent, resilient, identified, and evident. The results show that communication is generally experienced as functional, pleasurable and linked to well-being, as well as to the maintenance of meaningful relationships. The experiences of greater vulnerability are concentrated in interactions with younger people, contexts of high emotional charge, simultaneous use of technologies and episodes of identification of communicative aggressiveness, in the face of which older people put into play various coping strategies. It is concluded that communicative vulnerability initially constitutes a multifactorial and relational phenomenon, which raises the need to design ecological speech-language interventions, focused on communicative participation and in the daily contexts of the elderly.
A Delphi consensus study on oral language disorder in Spanish-speaking countries
Oral language acquisition disorder is highly prevalent and can lead to severe and persistent difficulties throughout the lifespan. The aim of this study was to reach a consensus within the Spanish-speaking context on conceptual, classificatory, and diagnostic aspects of oral language disorder, given the existing variability in terminology and clinical criteria. To this end, a panel of 51 specialists from different Spanish-speaking countries participated in a two-round Delphi study. In the first round, 28 questions addressing terminology, subtypes, comorbidities, and diagnosis were evaluated; in the second round, 12 statements were reformulated based on the previous results. This process led to the establishment of 25 main agreements. At the terminological level, consensus was reached on the use of the term “language disorder” to refer to persistent difficulties affecting communicative development, and “developmental language disorder (DLD)” when no identifiable biomedical cause is present. The creation of formal subtypes was rejected, and a detailed description of the affected linguistic domains was recommended. It was also agreed that certain biomedical conditions exclude a diagnosis of DLD, although DLD may co-occur with other disorders. Regarding diagnosis, the need for a comprehensive, multidimensional assessment based on clinical and functional criteria was emphasized, allowing the identification of severe and persistent difficulties from four years of age onwards. These agreements represent a significant step toward the unification of criteria in the Spanish-speaking field.
Impact of Stress, Anxiety, Physical Tension, and the Perception of Vocal Handicap in Patients with Acquired and Congenital Vocal Lesions
This study aims to explore the relationship between the perception of vocal handicap, experiences of stress, anxiety, and bodily tension in contexts of high emotional demand or stress, as well as to analyze differences in these parameters between patients with acquired vocal fold lesions (AVFL) and congenital vocal fold lesions (CVFL). A sample of 201 patients was analyzed, each undergoing a differential diagnosis using videolaryngostroboscopy. Additionally, the Voice Handicap Index-10 (VHI-10) was administered to assess the perception of vocal handicap, along with an ad hoc questionnaire designed to evaluate experiences of anxiety, stress, and bodily tension in different parts of the body. A strong and significant correlation was identified between stress, anxiety, and various bodily tension variables. The results revealed significant differences between AVFL and CVFL patients in their experiences of anxiety and certain areas of bodily tension, particularly in regions related to vocal production. AVFL patients reported greater tension in the jaw, neck, and cervical areas, as well as a higher overall perception of bodily tension. Conversely, CVFL patients scored higher on the VHI-10, reflecting a greater perceived vocal handicap. These findings highlight the need for differentiated therapeutic approaches based on the type of dysphonia. They also emphasize the importance of addressing both physical and psychological aspects in the clinical management of these patients to improve their quality of life and therapeutic outcomes.
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Narrative comprehension skills in School-Age Autistic and Typically Developing Children
Narrative comprehension skills, especially inferential comprehension, are essential for reading development and academic learning. In autism, however, research has predominantly focused on narrative production, leaving the systematic study of comprehension—particularly in Spanish-speaking contexts—in the background. The present study aimed to describe and compare literal and inferential narrative comprehension skills in Spanish-speaking autistic children and their typically developing peers. Participants were 42 students aged between 6 years and 7 years 11 months: 9 autistic children with below-average structural language (ALB), 12 autistic children with structural language within the average range (ALM), and 21 typically developing children (TD), all from schools in the municipality of Santiago, Chile. An ad hoc instrument was designed to assess narrative comprehension, including literal and inferential questions based on an audiovisual narrative. Results showed that TD outperformed ALM in inferential and total comprehension, whereas ALB scored significantly lower than both groups in literal, inferential, and total comprehension. In inferential questions, differences between the autistic groups were concentrated in thought and evaluative inferences, with ALM performing better, while emotional inferences were challenging for both subgroups. These findings highlight the need to consider structural language level when assessing narrative comprehension in autism and to design culturally relevant instruments for this population.
Relationship Between Executive Functions and Reading Skills in Adolescence: Evidence from Students Aged 14 to 20 in Bogotá
Reading comprehension in adolescence depends not only on linguistic proficiency but also on higher-order cognitive processes, among which executive functions (EF) play a key role. This study aimed to examine the relationship between EF and reading skills in a sample of 136 students from Bogotá (Colombia), aged between 14 and 20 years. A cross-sectional observational design was employed using the PROLEC-SE-R battery to assess reading skills at the lexical, syntactic, and semantic levels, along with computerized neuropsychological tests to measure sustained attention (SART), working memory (Digit Span), and non-verbal abstraction (Raven’s Progressive Matrices). Correlational analyses revealed significant associations between performance on EF tasks and various components of reading. Specifically, sustained attention and inhibitory control were linked to a greater ability to detect syntactic and semantic inconsistencies, while working memory was associated with more accurate processing of complex grammatical structures and overall text comprehension. These findings suggest that EF contribute in distinct ways to reading processes, reinforcing their role in grammatical organization, attentional regulation, and meaning integration.
Speech-Language Therapy classroom-based language intervention: A Scoping Review
Speech-language pathology intervention in the regular classroom is crucial for supporting children with reduced linguistic abilities, as it prevents more significant difficulties and allows for a broader generalization of skills and collaboration with teachers. However, the lack of systematized information on the available evidence of these practices hinders their effective implementation and the creation of clear guidelines. This review aims to synthesize the evidence on the effectiveness of speech-language pathology interventions in the regular classroom for children aged 3 to 12 years. We searched articles published between 2000 and 2020 in English or Spanish in WoS and Scopus. The results yielded 19 studies that met the criteria. These interventions were characterized according to their level of evidence, language skill, service delivery model, dosage, and age of the children. The evidence indicates that classroom work on phonological awareness, vocabulary, simple grammatical comprehension and expression, and narrative production is effective. High-quality studies support this, but there is still a need for further research on interventions that support other relevant skills. This review identifies available evidence and guides practice in implementing effective strategies for linguistic skills in the regular classroom.
Speech and language practice in cognitive communicative disorder secondary to dementia: A qualitative approach
Speech-language pathology practice with older adults includes the assessment and intervention of cognitive-communicative disorders (CCD). This scope of practice involves evaluation, diagnosis, treatment, follow-up, counseling, health promotion, prevention, and interprofessional collaboration. In Chile, the prevalence of cognitive decline in the older population has increased; however, research on speech-language pathology practices addressing CCD secondary to major neurocognitive disorder (MaNCD) remains scarce, with a predominant focus on dysphagia. The aim of this study was to describe the clinical practice of speech-language pathologists who work with older adults with CCD secondary to MaNCD, from the perspective of professionals in the Maule Region of Chile. A qualitative study with a phenomenological design and descriptive–interpretative scope was conducted, using semi-structured interviews with twelve speech-language pathologists experienced in this field. Data were organized through thematic coding using Atlas.ti software. For interpretation, both aprioristic and emergent categories were considered. Analysis was carried out through investigator triangulation. Results indicate that speech-language pathology practice is structured around four main categories: disciplinary knowledge, assessment, treatment, and other professional services. Although actions are aligned with internationally validated guidelines, the clinical approach varies significantly depending on the professional’s context and experience, resulting in heterogeneous practices adapted to local conditions. This study highlights the need to strengthen a comprehensive approach to CCD in older adults with MaNCD in real-world clinical settings.
Feasibility and acceptability of an online intervention with therapeutic assistance for parents of children with autism spectrum disorder in Chile: a case study
The Early Start Denver Model (ESDM) is a naturalistic developmental behavioral intervention (NDBI), with a new and free Spanish online resource for families and therapists. This study assessed the feasibility and acceptability of an online intervention using this ESDM-based online resource, while doing online group meetings with a therapist. The intervention was completed after 8 group meetings, where they gathered with a therapist to clarify questions, present new topics, and share their experiences. The study evaluated satisfaction with the intervention, engagement, and use of naturalistic strategies in mother-child interaction, and mothers' perceptions of changes in their child. Five autistic children under 40 months and their mothers participated. Mother-child behaviors were analyzed before and after the program through video recordings, while satisfaction and personal perceptions were analyzed with online surveys and semi-structured interviews. All participants completed the program and reported high satisfaction with the contents and meetings. They noted improvements in their use of naturalistic strategies and in engagement during interactions. Mothers felt more involved and observed positive changes in their children’s attention and communication. There were noted small changes in the mother-child interactions even after such a brief intervention. Online and short interventions can ease burdened healthcare systems, providing cost-effective family support. This is a first experience using this evidence-based resource in this country.
Comparison of the effectiveness of ARASAAC pictograms and commercially available pictograms in children with autism spectrum disorder and complex communication needs
Communication skills can be severely affected in Level 3 autism spectrum disorder (ASD), also impacting social interactions and behavior, which presents a significant challenge for school-aged children. In these cases, the use of augmentative and alternative communication (AAC) is highly recommended. However, the wide variety of available AAC resources makes selecting the most suitable option difficult. This study compares two pictographic systems: ARASAAC pictograms and commercially available pictograms, aiming to analyze their impact on participants' progress. A quasi-experimental design was employed with 40 children with Level 3 ASD and complex communication needs: 21 used ARASAAC pictograms, while the remaining 19 used pictograms from Mi Estuche de Pictos. These pictograms were introduced through activities based on the aided augmented input strategy, pairing the speech therapist’s natural oral input with corresponding visual representations. After 45 intervention sessions and three evaluation points using the Vineland-3 Scale, children who used ARASAAC pictograms showed significantly greater improvements in receptive and expressive communication, social skills, and behavior. Although the results with Mi Estuche de Pictos were also positive, ARASAAC stood out due to its iconicity, accessibility, and customization capabilities—factors that contributed to more positive progress in children with Level 3 ASD over time.
Acoustic-linguistic intervention model in the rehabilitation of children and adults with central auditory processing disorder
Central auditory processing disorder is characterized by difficulty interpreting acoustic signals, generating problems in efficiently and effectively processing auditory information through the skills of attending, discriminating, recognizing and understanding. This study aims to evaluate the impact of the acoustic-linguistic intervention model in the rehabilitation of patients with central auditory processing disorder. In this retrospective, descriptive and comparative study, 36 records of patients diagnosed with central auditory processing disorder who received six months of therapy between 2013 and 2023 were reviewed. Descriptive analysis was performed (mean, standard deviation, percentage and frequency), to determine the difference between groups, Chi-square and Wilcoxon were calculated to determine the difference in the performance of the pre- and post-intervention psychoacoustic tests with a significance of p<0.05. The performance of all patients on most psychoacoustic tests was significantly better at six months of therapy. The group of children presented a greater number of psychoacoustic tests with significantly better performance after the intervention. As a conclusion, the acoustic-linguistic intervention model favors the habilitation and rehabilitation of central auditory processing disorder.
Categorical Perception, Phonological Deficit, and Dyslexia: A Systematic Review
Categorical perception (CP) of speech is a phonological process essential for reading development, as it enables the classification of acoustic stimuli into discrete categories, and has been proposed as a potential explanatory factor for phonological difficulties in dyslexia. Nevertheless, significant discrepancies remain regarding its functional role, experimental assessment, and diagnostic utility. This study presents a systematic review of recent literature on CP in children with dyslexia. Eighteen empirical studies published between 2010 and 2024 were examined, analyzed in terms of design, measures, and findings. Studies were included if their samples allowed for the evaluation of the coexistence of difficulties in CP and phonological processing within a diagnosis of dyslexia. The main objectives were to assess performance in phoneme categorization tasks and to explore the relationship between CP and associated phonological deficits. Results were organized into three thematic axes: (1) the relationship between CP and phonological awareness; (2) difficulties in perceptual anchoring and in learning new auditory categories; and (3) atypical phonological processing characterized by allophonic perception. Overall, the studies revealed a significant, though not universal, association between CP and reading skills, as well as specific alterations in auditory adaptation mechanisms and phonological awareness. While the findings support the existence of CP deficits in dyslexia, methodological limitations and critical perspectives questioning its validity as a construct were also identified. The need to revise classical paradigms and to integrate more ecological and dimensional approaches to phonological processing is emphasized in order to broaden our understanding of the role of CP in reading.
Effectiveness of the use of subjective techniques to achieve safe cuff pressures in artificial airway devices: a systematic review
In patients with artificial airways, adequate airway sealing is crucial, achieved by managing cuff pressures. Subjective techniques lack measurable values and remain controversial. While objective methods are ideal, resource-limited settings often rely on subjective techniques, which could impact patient safety. This study aims to describe the effectiveness of subjective techniques in achieving safe cuff pressures in artificial airway devices. A systematic review with a qualitative approach was performed, including published evidence between 2024 and 2015 in PubMed, Web of Science and SciELO databases. The keywords ‘Techniques’, ‘Cuff’, ‘Intubation’, ‘Pressure’ and ‘Tracheostomy’ were included. Of 3,185 reviewed documents, 14 articles were selected for final analysis. PRISMA guideline was used for the report. Subjective techniques namely by digital palpation, minimal leak, predetermined volume, loss of resistance syringe and the minimal occlusive volume were studied. The evidence shows that these techniques reach a correct cuff pressure range between 4.40% and 76.46% of total cases. The digital palpation technique shows the worst success rate (4.40% to 27.27%). Furthermore, these methods result in both underinflation (2.00% and 26.30%) and overinflation (15.52% and 93.75%), with a stronger tendency towards the latter. In conclusion, subjective techniques are unreliable as they achieve unsafe cuff pressure range, which could be harmful during patient care. It is recommended that hospitals review and update their protocols by investing in and exclusively using manometers to ensure patients' safety. For countries and healthcare settings with limited access, low-cost, safe, and validated alternatives to manometers are urgently needed, instead of continuing the use of traditional subjective methods.
Intralingual Adjustment and Face Validity of the Phonetic-Phonological Evaluation Test to Colombian Spanish
Intralingual adjustment consider identifying sociopragmatic equivalences between the source and target community. The objective of this article is to describe the intralingual adjustment process to Colombian Spanish, as well as the appearance validity of the Phonetic-Ponological Assessment Test. To this end, a team of expert speech-language pathologists was formed for the three phases of intralingual adjustment, using a mixed-language design. The adjustment criteria were obtained from the compilation, adjustments, and approval of a team comprised of five speech-language pathologists from different regions of Colombia, a speech-language pathologist with a Master's degree in Linguistics and a PhD in Education, two speech-language pathologists with expertise in speech sounds, and the principal author of the test. Most of the items analyzed achieved an inter-rater agreement percentage greater than 80%, and for those that did not, adjustments were made to reflect linguistic equivalences. The appearance validity phase was satisfactory, and the intralingual adjustment process was considered successful, highlighting the importance of adapting tests that, despite being in the same language, present cultural particularities that warrant adjustment.
Sex differences in semantic processing among Argentine preschool children
Evidence of sex differences in verbal fluency tasks has yielded divergent results. Several studies suggest that women retrieve more exemplars from the living things domain, while men perform better in the object domain. These differences have been explained either by the influence of evolution on conceptual organization or by the different cultural interests between sexes. However, studies conducted with children remain scarce. The aim of the present study is to compare the performance of preschool-aged boys and girls on a semantic fluency task, to examine whether sex-based differences exist. Data were collected across 13 semantic categories from both semantic domains. The results identified a significant advantage for girls in the living things domain, primarily due to their superior performance in body parts. Girls also retrieved a greater number of exemplars of clothing, colors, and kitchen utensils. These findings may be interpreted as evidence of the early cultural impact on semantic processing and conceptual organization.
Effectiveness of phonological cues in a picture-naming task in children with cochlear implants and typical hearing
The use of phonological cues is a widely employed resource in speech and language therapy; however, the outcomes of using this strategy with children with cochlear implants (CIs) have not yet been studied. The aim of this study is to analyse the outcomes of using phonological cues as a lexical access strategy in a group of children with Cis and another with typical hearing (TH). A quantitative observational study was conducted with a sample of 31 children with CIs matched to 31 children with TH, aged between 5 and 7 years, analyzing the phonological cues used by speech-language therapists in response to the children’s naming difficulties. Poisson regression models were applied, controlling for participants’ age and sex. The results indicated that both the CI and TH groups benefited from the use of phonological cues, although the CI group benefited to a lesser extent than the TH group. An older age at the time of implantation was associated with an increase in the number of incorrect answers and non-responses. These findings suggest that phonological cues are a useful tool to support lexical access in picture-naming tasks for the CI group, and they underscore the importance of considering age at the time of implantation when planning speech-language therapy strategies.
Reading comprehension improvement in Spanish-speaking students in Early Childhood and Primary Education: a meta-analysis
Reading comprehension is a very complex process in which different processes and knowledge intervene. Consequently, there are different types of interventions that have been shown to be useful for its improvement. Research reviews carried out with Spanish speakers show a positive effect of interventions based on teaching comprehension strategies. Given the lack of recent syntheses of the research carried out with Spanish-speaking students in Early Childhood and Primary Education, a meta-analysis was carried out in which 39 relevant studies were located, from which 44 independent effects were obtained with a combined effect size of 0.57. Five of these effects were detected as atypical results in several analyses. Discarding them, a combined effect of 0.34 is found. Mixed interventions were used in most of the studies included in the meta-analysis. Those that included phonological awareness training produced a significantly greater effect than those that did not have that component. Interventions that included naming speed, oral language, decoding, reading speed, vocabulary, comprehension strategies, comprehension activities or motivation showed positive effects, but without differentiating from interventions that did not include the analyzed component. Some methodological characteristics of the research were associated with significant differences in the effect obtained on reading comprehension. These results can be useful in making decisions about reading teaching and also show the state of research on reading comprehension in Spanish-speaking students.
RAN Tests Based on Inhibitory Control: A Study on its Concurrent and Predictive Validity
Although Rapid Automatized Naming (RAN) has been repeatedly shown to be related to reading access and development, the nature of this link has not yet been clearly established. Currently, executive functions, especially inhibitory control, are considered as one of the possible explanatory factors of this relationship. This has led to the emergence of new RAN proposals, with a greater demand for inhibitory control during execution. However, there are still few studies that have used this type of RAN, especially in pre-reading students, and data on the validity of these new tests are lacking. To analyze the concurrent and predictive validity of this test, a longitudinal study was conducted involving 82 4-year-old girls and boys. At time 1, they completed two RAN tests: one that demanded greater inhibitory control and a traditional (non-alphanumeric) one. At time 2, two years later, the same group of students were assessed on different reading measures. The results show that the RAN Inhibition has a good predictive validity for reading, especially in word decoding. It is superior in several aspects to traditional RAN tests, with which, however, it has shown a moderate concurrent validity. This also seems to support the hypothesis that inhibitory control could be a new explanatory factor in the relationship between RAN and reading.
Reading skill profiles and their phonological and linguistic precursors in adolescents with oral and written language difficulties
People with Developmental Language Disorder (DLD) and Reading Difficulties (RD) experience reading problems during primary education. According to the Simple View of Reading, deficits in oral comprehension affect reading comprehension, while phonological processing issues impact decoding. This study aims to: (1) longitudinally compare the decoding and reading comprehension profiles in Catalan-Spanish bilinguals with DLD, RD, and Typical Development (TD) from primary to secondary education; and (2) examine how reading skills, phonological memory, verbal fluency, and oral language at age 10 predict reading skills at age 14. The sample included 77 adolescents aged 10 to 14: DLD (n = 15), RD (n = 33), and TD (n = 29). At age 10, oral language, phonological and semantic fluency, and phonological working memory were assessed. Decoding and reading comprehension were evaluated at ages 10 and 14. Both DLD and RD groups showed poorer decoding skills compared to the TD group at both time points, although all groups improved over time. In reading comprehension, the DLD group scored significantly lower than the RD and TD groups. Semantic fluency at age 10 predicted decoding at age 14, while oral language predicted reading comprehension. The DLD group exhibits persistent difficulties in both decoding and reading comprehension, whereas the RD group shows primarily decoding challenges. Decoding, oral language skills and semantic fluency in primary education are key predictors of reading performance in secondary education.
Relationship between executive functions and reading fluency in reading comprehension
Contemporary approaches to the study of reading comprehension examine how multiple cognitive skills are interconnected. Within this framework, the aim of the present study was to explore the relationships between core executive functions, oral language skills and reading fluency in their effect on reading comprehension. A sample of 78 children in 5th and 6th grade of primary school were tested on reading comprehension and fluency, as well as on working memory, inhibition, cognitive flexibility, vocabulary, oral comprehension and fluid intelligence. Correlation, hierarchical regression, and mediation analyses were conducted. The results show that working memory predicts reading comprehension, even when controlled for oral language skills. However, when reading fluency is introduced into the model, only vocabulary and reading fluency are significant predictors. The mediation analysis shows that reading fluency is a complete mediator of the effect of working memory on reading comprehension. In addition, vocabulary was found to be a relevant predictor of reading comprehension, even controlling for other skills. These findings show that it is crucial to assess interactions between multiple cognitive processes when studying written language comprehension. Furthermore, they suggest that one way in which executive functions affect reading comprehension is indirect and that reading fluency mediates this relationship.
Visual preferences and their effect on reading performance in children with dyslexia and typical readers
The visual configuration of text influences the reading experience and can affect performance in this skill, particularly in children with dyslexia. This study examines whether the typographic preferences of children with dyslexia differ from those of typically developing readers and evaluates the impact of personalized text formatting on reading fluency and comprehension. A total of 70 children (30 with dyslexia and 30 typical readers) aged 7 to 12 years were assessed. Participants read two on-screen texts, first in a standard format and then in a format customized according to their preferences. Variables such as background and text color, typeface, font size, margin size, line spacing, and letter spacing were analyzed. Reading fluency and comprehension were measured before and after customization. Results indicate that both groups selected similar configurations, avoiding high text density and prioritizing high contrast. The only significant difference between groups was the font size selected, which was larger in the dyslexia group. Text personalization slightly improved reading fluency in both groups, though without a differential effect for the dyslexia group. No improvements were found in reading comprehension. These findings suggest that text customization may facilitate decoding and reading speed but does not impact comprehension. Although no specific benefits were observed for children with dyslexia, optimizing the visual presentation of text may contribute to a more comfortable and motivating reading experience.
What do we know about reading and spelling in shallow orthographies?
Reading and spelling research has traditionally been centred on English, despite its significant differences from other European orthographies. This anglocentric focus raises questions about the generalisability of reading theories to alphabetic orthographies more broadly. Understanding cross-linguistic differences in reading acquisition is crucial, given the practical implications for literacy instruction and dyslexia intervention. Shallow orthographies enable faster mastery of grapheme-phoneme correspondences, while deep orthographies may necessitate stronger reliance on alternative strategies such as lexical guessing and reliance on larger sublexical units. The cognitive mechanisms underlying fluency development, particularly the role of high-quality lexical representations, provide open research questions for further research. Spelling accuracy is also affected by orthographic depth, with greater challenges in deep orthographies due to ambiguous phoneme-grapheme mappings. While phonics instruction is well-established, research on enhancing lexical processing to support reading fluency and spelling acquisition is limited. This paper synthesises current cross-linguistic findings, highlights gaps, and discusses practical implications for literacy instruction across alphabetic orthographies.
The influence of perceptual factors on visual word recognition: a review of the literature in expert and dyslexic readers
For expert readers, reading is a straightforward and automated process that facilitates access to meaning. However, all readers initially go through a stage where this process is effortful and demanding. This transition occurs due to the use of different reading strategies. While learning to read, we rely on an alphabetic/serial strategy, but as we gain automaticity, we shift to parallel reading. Expert readers flexibly alternate between these strategies depending on the orthographic demands of each stimulus to facilitate lexical access. Multiple perceptual factors vary across the words we read. For instance, we may encounter the same word presented like this, like this, LIKE THIS or like this. Although we are initially more sensitive to such perceptual variations, reading development leads to increased tolerance. However, does the same occur in individuals with dyslexia? In this paper, we present a theoretical review of perceptual factors in reading and their impact on dyslexia.