01974nam a22002897a 4500003000400000005001700004008004100021022001400062040000900076082002400085100003200109130004700141245017300188300001600361336000900377337001600386338001200402440002700414500097800441650001801419650002901437700003001466700003901496942001601535999001501551952011801566OSt20241002153625.0241002b        |||||||| |||| 00| 0 eng d  a0022-0671  cDSSC  aPer/372.4/M497/2016  aMegino-Elvira, Laura911533  aThe Journal of Educational Research911399  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. 0aReading94602 0aReading readiness911484  aMartin-Lobo, Pilar911534  aVergara-Moragues, Esperanza911535  2ddccPINDEX  c8293d8293  00102ddc4070aSPMT-CASbSPMT-CASd2024-10-02l0oPer/371.19/F596/2016r2024-10-02 00:00:00w2024-10-02yPINDEX