01748nam a22002537a 4500003000400000005001700004008004100021022001400062040000900076082002400085100002500109130004000134245017300174300001600347336000900363337001600372338001200388440002700400500097800427650001201405650002201417700002301439700003201462OSt20241002153625.0241002b        |||||||| |||| 00| 0 eng d  a0022-0671  cDSSC  aPer/372.4/M497/2016  aMegino-Elvira, Laura  aThe Journal of Educational Research  aInfluence of eye movements, auditory perception, and phonemic awareness in the reading processcby Laura Megino-Elvira, Pilar Martin-Lobo and Esperanza Vergara-Moragues  app. 567-573  atext  aunmediated   avolume   vvol. 109 n6x0022-0671  aThe authors' aim was to analyze the relationship of eye movements, auditory perception, and phonemic awareness with the reading process. The instruments used were the King-Devick Test (saccade eye movements), the PAF test (auditory perception), the PFC (phonemic awareness), the PROLEC-R  (lexical process), the Canals reading speed test, and the ACL-1 (reading comprehension). The sample was composed of 52 first-year primary school pupils. After the correlational analysis, results indicate that all of these factors correlate in reading (lexical process, speed, and word comprehension). Moreover, the nonparametric Mann-Whitney U test reveals that children with saccade eye movement and auditory perception problems obtain lower reading levels. In addition, children with lexical problems obtain a lower level of phonemic awareness. Given the importance of these variables, the authors conclude with a proposal of neuropsychological activities to improve reading skills. 0aReading 0aReading readiness  aMartin-Lobo, Pilar  aVergara-Moragues, Esperanza