000			01844nam a22002777a 4500
003			OSt
005			20241002153625.0
008			241002b |||||||| |||| 00| 0 eng d
022			_a0022-0671
040			_cDSSC
082			_aPer/372.4/M497/2016
100			_aMegino-Elvira, Laura _911533
130			_aThe Journal of Educational Research _911399
245			_aInfluence of eye movements, auditory perception, and phonemic awareness in the reading process _cby Laura Megino-Elvira, Pilar Martin-Lobo and Esperanza Vergara-Moragues
300			_app. 567-573
336			_atext
337			_aunmediated
338			_avolume
440			_vvol. 109 n6 _x0022-0671
500			_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.
650		0	_aReading _94602
650		0	_aReading readiness _911484
700			_aMartin-Lobo, Pilar _911534
700			_aVergara-Moragues, Esperanza _911535
942			_2ddc _cPINDEX
999			_c8293 _d8293