<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1657-9267</journal-id>
<journal-title><![CDATA[Universitas Psychologica]]></journal-title>
<abbrev-journal-title><![CDATA[Univ. Psychol.]]></abbrev-journal-title>
<issn>1657-9267</issn>
<publisher>
<publisher-name><![CDATA[Pontificia Universidad Javeriana]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1657-92672007000300009</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[CONCIENCIA FONOLÓGICA Y COMPORTAMIENTO VERBAL EN NIÑOS CON DIFICULTADES DE APRENDIZAJE]]></article-title>
<article-title xml:lang="en"><![CDATA[PHONOLOGICAL CONSCIOUSNESS AND VERBAL BEHAVIOR IN CHILDREN WITH LEARNING DIFFICULTIES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[GÓMEZ]]></surname>
<given-names><![CDATA[LUZ ÁNGELA]]></given-names>
</name>
<xref ref-type="aff" rid="A02"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[DUARTE]]></surname>
<given-names><![CDATA[ANA MARÍA]]></given-names>
</name>
<xref ref-type="aff" rid="A02"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MERCHÁN]]></surname>
<given-names><![CDATA[VILMA]]></given-names>
</name>
<xref ref-type="aff" rid="A02"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[AGUIRRE]]></surname>
<given-names><![CDATA[DANIEL CAMILO]]></given-names>
</name>
<xref ref-type="aff" rid="A02"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PINEDA]]></surname>
<given-names><![CDATA[DAVID A]]></given-names>
</name>
<xref ref-type="aff" rid="A01"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,UNIVERSIDAD DE SAN BUENAVENTURA  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>COLOMBIA</country>
</aff>
<aff id="A02">
<institution><![CDATA[,UNIVERSIDAD DE ANTIOQUIA  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>COLOMBIA</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2007</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2007</year>
</pub-date>
<volume>6</volume>
<numero>3</numero>
<fpage>571</fpage>
<lpage>580</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1657-92672007000300009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1657-92672007000300009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1657-92672007000300009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Introduction: Phonological awareness has been suggested as the basic problem in learning disabilities (LD). Objective: To analyze the characteristics of the phonological awareness and the verbal skills in a sample of children aged 7 to 10 years with LD compared with a control group without LD. Material and methods: A nonrandom sample of sixty four - 7-to- 10-year-old - children of both genders, which were studying in Medellín city (Colombia), was selected. The sample was classified in 2 equal size groups: 1) LD and 2) a control group without LD. A questionnaire of LD for teachers (Spanish abbreviation: CEPA) was used as grouping classification. The cut-off point for the cases was a T-score = 60, and for the controls T= 55. The groups were compared in six tasks of phonological awareness and 5 tests of verbal skills. Results: The LD group had a statistically significant lower performance on phonological segmentation than the control group (p = 0,032); and significant lower scores on the verbal skills tests of comprehension (Token Test), narratives and inferences (p = 0.000). Conclusion: LD children presented lower performances on tasks of phonological segmentation, verbal comprehension and narratives.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Antecedente: se ha informado que el trastorno de la conciencia fonológica es la alteración básica en los niños con dificultades del aprendizaje (DA). Objetivo: Analizar las características de la conciencia fonológica y el comportamiento verbal en una muestra de niños de 7 a 10 años que presentan DA, comparados con un grupo control. Material y métodos: se seleccionó una muestra no aleatoria de 64 niños de ambos géneros de 7 a 10 años, escolarizados, de la ciudad de Medellín (Colombia). La muestra fue clasificada en dos grupos de igual tamaño: 1) DA y 2) un grupo control sin DA. Se utilizó un cuestionario estandarizado para maestros (Cuestionario de dificultades de aprendizaje - CEPA) como criterio para la clasificación de los grupos, usando como punto de corte para los casos una puntuación T = 60, y para los controles T = 55. Los grupos fueron comparados en seis tareas de conciencia fonológica y cinco pruebas de comportamiento verbal. Resultados: el grupo con DA tuvo una ejecución significativamente más baja en la prueba de segmentación fonológica al compararse con los controles sin dificultades de aprendizaje (p = 0.032); y, a nivel del comportamiento verbal, el grupo DA tuvo una ejecución significativamente más pobre en la tarea de comprensión verbal (token test), en el número de ideas y en las inferencias totales en la prueba de narración (p = 0.000). Conclusión: Los niños con DA presentan alteraciones en la segmentación fonológica, en la comprensión verbal y en las habilidades narrativas.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[learning disabilities]]></kwd>
<kwd lng="en"><![CDATA[phonological awareness]]></kwd>
<kwd lng="en"><![CDATA[verbal skills]]></kwd>
<kwd lng="en"><![CDATA[speech]]></kwd>
<kwd lng="en"><![CDATA[language]]></kwd>
<kwd lng="en"><![CDATA[language development]]></kwd>
<kwd lng="en"><![CDATA[language behaviour]]></kwd>
<kwd lng="en"><![CDATA[learning disabilities.]]></kwd>
<kwd lng="es"><![CDATA[dificultades del aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[conciencia fonológica]]></kwd>
<kwd lng="es"><![CDATA[habilidades verbales]]></kwd>
<kwd lng="es"><![CDATA[comportamiento verbal]]></kwd>
<kwd lng="es"><![CDATA[lenguaje.]]></kwd>
<kwd lng="es"><![CDATA[dificultad en el aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[comportamiento lingüístico]]></kwd>
<kwd lng="es"><![CDATA[desarrollo del lenguaje.]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  ]]></body><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Badian]]></surname>
<given-names><![CDATA[N]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Predicting Reading Ability over the Long Term: The Changing Roles of Letter Naming, Phonological Awareness and Orthographic Processing.]]></article-title>
<source><![CDATA[Annals of Dislexia]]></source>
<year>1995</year>
<volume>45</volume>
<page-range>74-96</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Blaiklock]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[The Importance of Letter Knowledge in the Relationship between Phonological Awareness and Reading.]]></article-title>
<source><![CDATA[Journal of Research in Reading]]></source>
<year>2004</year>
<volume>27</volume>
<page-range>36-57</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bradley]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
<name>
<surname><![CDATA[Bryant]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<source><![CDATA[Rhyme and Reason in Reading and Spelling]]></source>
<year>1985</year>
<publisher-loc><![CDATA[Ann Arbor ]]></publisher-loc>
<publisher-name><![CDATA[University of Michigan Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bravo]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<article-title xml:lang="es"><![CDATA[Cuestionario de evaluación de problemas de aprendizaje CEPA.]]></article-title>
<source><![CDATA[Estudios pedagógicos]]></source>
<year>1979</year>
<volume>4</volume>
<page-range>113-123</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bravo]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<source><![CDATA[Lenguaje y dislexia]]></source>
<year>1998</year>
<edition>3</edition>
<publisher-loc><![CDATA[Santiago de Chile ]]></publisher-loc>
<publisher-name><![CDATA[AlfaOmega - Universidad Católica de Chile]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bravo]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
<name>
<surname><![CDATA[Bermeosolo]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Pinto]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang="es"><![CDATA[Procesamiento auditivo fonémico y comprensión lectora silenciosa en un grupo de disléxicos.]]></article-title>
<source><![CDATA[Revista Latinoamericana de Psicología]]></source>
<year>1992</year>
<volume>24</volume>
<page-range>275-292</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Breier]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Gray]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
<name>
<surname><![CDATA[Fletcher]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Foorman]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
<name>
<surname><![CDATA[Klaas]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Perception of Speech and Nonspeech Stimuli by Children with and without Reading Disability and Attention Deficit Hyperactivity Disorder.]]></article-title>
<source><![CDATA[Journal of Experimental Child Psychology]]></source>
<year>2002</year>
<volume>82</volume>
<page-range>226-250</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Carroll]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Letter Knowledge Precipitates Phoneme Segmentation, but not Phoneme Invariance.]]></article-title>
<source><![CDATA[Journal of Research in Reading]]></source>
<year>2004</year>
<volume>27</volume>
<page-range>212-225</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Catts]]></surname>
<given-names><![CDATA[H. W]]></given-names>
</name>
<name>
<surname><![CDATA[Gillespie]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Leonard]]></surname>
<given-names><![CDATA[L. B]]></given-names>
</name>
<name>
<surname><![CDATA[Kail]]></surname>
<given-names><![CDATA[R.V]]></given-names>
</name>
<name>
<surname><![CDATA[Miller]]></surname>
<given-names><![CDATA[C. A]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[The Role of Speed of Processing, Rapid Naming, and Phonological Awareness in Reading Achievement.]]></article-title>
<source><![CDATA[Journal of Learning Disabilities]]></source>
<year>2002</year>
<volume>35</volume>
<page-range>509-524</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Clay]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Carden]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<article-title xml:lang="es"><![CDATA[Una interpretación vygotskiana de la recuperación de la lectura]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Moll]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<source><![CDATA[Vygotsky y la educación]]></source>
<year>1993</year>
<page-range>245-262</page-range><publisher-loc><![CDATA[Buenos Aires ]]></publisher-loc>
<publisher-name><![CDATA[Aique]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[De Renzi]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
<name>
<surname><![CDATA[Faglioni]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Normative Data and Screening Power of a Shortened Version of the Token Test.]]></article-title>
<source><![CDATA[Cortex]]></source>
<year>1978</year>
<volume>14</volume>
<page-range>327-342</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Feld]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
</person-group>
<article-title xml:lang="es"><![CDATA[Fundamentos etiológicos del fracaso escolar]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Feld]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
<name>
<surname><![CDATA[Rodríguez]]></surname>
<given-names><![CDATA[M. T]]></given-names>
</name>
</person-group>
<source><![CDATA[Neuropsicología infantil]]></source>
<year>1998</year>
<page-range>207-228</page-range><publisher-loc><![CDATA[Buenos Aires ]]></publisher-loc>
<publisher-name><![CDATA[Universidad Nacional de Luján]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Frith]]></surname>
<given-names><![CDATA[U]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[A Developmental Framework for Developmental Dyslexia.]]></article-title>
<source><![CDATA[Annals of Dyslexia]]></source>
<year>1986</year>
<volume>36</volume>
<page-range>69-81</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gaillard]]></surname>
<given-names><![CDATA[W]]></given-names>
</name>
<name>
<surname><![CDATA[Balsamo]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
<name>
<surname><![CDATA[Ibraihim]]></surname>
<given-names><![CDATA[Z]]></given-names>
</name>
<name>
<surname><![CDATA[Sachs]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
<name>
<surname><![CDATA[Xu]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[FMRI Identifies Regional Specialization of Neural Networks for Reading in Young Children.]]></article-title>
<source><![CDATA[Neurology]]></source>
<year>2003</year>
<volume>60</volume>
<page-range>94-100</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gaillard]]></surname>
<given-names><![CDATA[W]]></given-names>
</name>
<name>
<surname><![CDATA[Pugliese]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Grandin]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
<name>
<surname><![CDATA[Braniecki]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Kondapaneni]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
<name>
<surname><![CDATA[Hunter]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
<name>
<surname><![CDATA[Xu]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
<name>
<surname><![CDATA[Petrella]]></surname>
<given-names><![CDATA[J. R]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Cortical Localization of Reading in Normal Children: An FMRI Language Study]]></article-title>
<source><![CDATA[Neurology]]></source>
<year>2001</year>
<volume>57</volume>
<page-range>47-54</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gleitman]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
<name>
<surname><![CDATA[Rozin]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[The Structure and Acquisition of Reading 1: Relations between Orthographies and the Structure of Language.]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Reber]]></surname>
<given-names><![CDATA[A. S]]></given-names>
</name>
<name>
<surname><![CDATA[Scarborough]]></surname>
<given-names><![CDATA[D. L]]></given-names>
</name>
</person-group>
<source><![CDATA[Toward a Psychology of Reading]]></source>
<year>1977</year>
<page-range>1-54</page-range><publisher-loc><![CDATA[Hillsdale ]]></publisher-loc>
<publisher-name><![CDATA[Erlbaum]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Jorm]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[The Nature of Reading Deficit in Developmental Dyslexia: A Reply to Ellis.]]></article-title>
<source><![CDATA[Cognition]]></source>
<year>1979</year>
<volume>7</volume>
<page-range>421-433</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lonigan]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
<name>
<surname><![CDATA[Burgess]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Anthony]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Barker]]></surname>
<given-names><![CDATA[Th]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Development of Phonological Sensitivity in 2 to 5 Year Old Children.]]></article-title>
<source><![CDATA[Journal of Educational Psychology]]></source>
<year>1998</year>
<volume>90</volume>
<page-range>294-311</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lovett]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Borden]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[DeLuca]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
<name>
<surname><![CDATA[Lacerenza]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
<name>
<surname><![CDATA[Benson]]></surname>
<given-names><![CDATA[N]]></given-names>
</name>
<name>
<surname><![CDATA[Brackstone]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Treating the Core Deficits of Developmental Dyslexia: Evidence of Transfer-of-learning.]]></article-title>
<source><![CDATA[Developmental Psychology]]></source>
<year>1994</year>
<volume>30</volume>
<page-range>805-822</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mann]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
<name>
<surname><![CDATA[Roy]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Phonological Awareness Speech Development and Letter Knowledge in Preschool Children.]]></article-title>
<source><![CDATA[Annals of Dyslexia]]></source>
<year>2003</year>
<volume>53</volume>
<page-range>149-174</page-range></nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Morais]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Alegria]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Content]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[The Relationship between Segmental Analysis and Alphabetic Literacy: An Interactive View]]></article-title>
<source><![CDATA[Current Psychology of Cognition]]></source>
<year>1987</year>
<volume>7</volume>
<page-range>415-438</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Morton]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[An Information Processing Account of Reading Acquisition.]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Galaburda]]></surname>
<given-names><![CDATA[A. M]]></given-names>
</name>
</person-group>
<source><![CDATA[From Reading to Neurons]]></source>
<year>1989</year>
<page-range>43-66</page-range><publisher-loc><![CDATA[Cambridge ]]></publisher-loc>
<publisher-name><![CDATA[MIT Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pineda]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
<name>
<surname><![CDATA[Ardila]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Rosselli]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Neuropsychological and Behavioral Assessment of ADHD in Seven to 12 year-old Children: A Discriminant Analysis.]]></article-title>
<source><![CDATA[Journal of Learning Disabilities]]></source>
<year>1999</year>
<volume>32</volume>
<page-range>159-173</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pineda]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
<name>
<surname><![CDATA[Restrepo]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Henao]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
<name>
<surname><![CDATA[Gutierrez]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
<name>
<surname><![CDATA[Sánchez]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<article-title xml:lang="es"><![CDATA[Comportamientos verbales diferentes en niños de 7 a 12 años con deficiencia atencional.]]></article-title>
<source><![CDATA[Revista de Neurología]]></source>
<year>1999</year>
<volume>29</volume>
<page-range>117-127</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pugh]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
<name>
<surname><![CDATA[Mencl]]></surname>
<given-names><![CDATA[W]]></given-names>
</name>
<name>
<surname><![CDATA[Jenner]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Katz]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
<name>
<surname><![CDATA[Frost]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Lee]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Shaywitz]]></surname>
<given-names><![CDATA[S. E]]></given-names>
</name>
<name>
<surname><![CDATA[Shaywitz]]></surname>
<given-names><![CDATA[B.A]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Neurobiological Studies of Reading and Reading Disability.]]></article-title>
<source><![CDATA[Journal of Communication Disorders]]></source>
<year>2001</year>
<volume>34</volume>
<page-range>479-492</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Restrepo]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Gutiérrez]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
<name>
<surname><![CDATA[Pineda]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
<name>
<surname><![CDATA[Sánchez]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<article-title xml:lang="es"><![CDATA[Habilidades del lenguaje en niños con trastornos de la atención.]]></article-title>
<source><![CDATA[Neuropsicología, Neuropsiquiatría y Neurociencias]]></source>
<year>2000</year>
<volume>2</volume>
<page-range>65-75</page-range></nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Seymour]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
<name>
<surname><![CDATA[Dargie]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Associative Priming and Orthographic Choice in Nonword Spelling.]]></article-title>
<source><![CDATA[The European Journal of Cognitive Psychology]]></source>
<year>1990</year>
<volume>2</volume>
<page-range>395-410</page-range></nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Stanovich]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[The Right and Wrong Places to Look for the Cognitive Locus of Reading Disability.]]></article-title>
<source><![CDATA[Annals of Dyslexia]]></source>
<year>1998</year>
<volume>38</volume>
<page-range>154-177</page-range></nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Stanovich]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
</person-group>
<source><![CDATA[Progress in Understanding Reading: Scientific Foundations and New Frontiers]]></source>
<year>2000</year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Guilford Press.]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Stanovich]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
<name>
<surname><![CDATA[Siegel]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[The Phenotypic Performance Profile of Reading Disabled Children: A Regression Based Test of Phonological Core Variable: Ddifference Model]]></article-title>
<source><![CDATA[Journal of Educational Psychology]]></source>
<year>1994</year>
<volume>86</volume>
<page-range>24-53</page-range></nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Swanson]]></surname>
<given-names><![CDATA[H]]></given-names>
</name>
</person-group>
<source><![CDATA[Interventions for Students with Learning Disabilities: A Meta-analysis of Treatment Outcomes]]></source>
<year>1999</year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Guilford Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Swanson]]></surname>
<given-names><![CDATA[H]]></given-names>
</name>
<name>
<surname><![CDATA[Trainin]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
<name>
<surname><![CDATA[Necoechea]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
<name>
<surname><![CDATA[Hammill]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Rapid Naming, Phonological Awareness, and Reading: A Meta-analysis of the Correlational Evidence.]]></article-title>
<source><![CDATA[Review of Educational Research]]></source>
<year>2003</year>
<volume>73</volume>
<page-range>407-444</page-range></nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vygotski]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<source><![CDATA[Pensamiento y lenguaje]]></source>
<year>1995</year>
<publisher-loc><![CDATA[Buenos Aires ]]></publisher-loc>
<publisher-name><![CDATA[Paidós]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wechsler]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<source><![CDATA[Escala de inteligencia de Wechsler para niños revisada (WISC - R).]]></source>
<year>1993</year>
<publisher-loc><![CDATA[Madrid ]]></publisher-loc>
<publisher-name><![CDATA[TEA Ediciones.]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
