array:23 [ "pii" => "S0214460303757556" "issn" => "02144603" "doi" => "10.1016/S0214-4603(03)75755-6" "estado" => "S300" "fechaPublicacion" => "2003-01-01" "aid" => "75755" "copyright" => "AELFA" "copyrightAnyo" => "2003" "documento" => "article" "crossmark" => 0 "subdocumento" => "fla" "cita" => "Rev Logop Fon Audiol. 2003;23:114-34" "abierto" => array:3 [ "ES" => false "ES2" => false "LATM" => false ] "gratuito" => false "lecturas" => array:2 [ "total" => 1035 "formatos" => array:3 [ "EPUB" => 8 "HTML" => 799 "PDF" => 228 ] ] "itemSiguiente" => array:18 [ "pii" => "S0214460303757568" "issn" => "02144603" "doi" => "10.1016/S0214-4603(03)75756-8" "estado" => "S300" "fechaPublicacion" => "2003-01-01" "aid" => "75756" "copyright" => "AELFA" "documento" => "article" "crossmark" => 0 "subdocumento" => "fla" "cita" => "Rev Logop Fon Audiol. 2003;23:135-53" "abierto" => array:3 [ "ES" => false "ES2" => false "LATM" => false ] "gratuito" => false "lecturas" => array:2 [ "total" => 2148 "formatos" => array:3 [ "EPUB" => 6 "HTML" => 1406 "PDF" => 736 ] ] "es" => array:10 [ "idiomaDefecto" => true "titulo" => "La atención logopédica a las necesidades educativas especiales desde el enfoque fonológico<a class="elsevierStyleCrossRef" href="#fn0005"><span class="elsevierStyleSup">*</span></a>" "tienePdf" => "es" "tieneTextoCompleto" => 0 "tieneResumen" => array:2 [ 0 => "es" 1 => "en" ] "paginas" => array:1 [ 0 => array:2 [ "paginaInicial" => "135" "paginaFinal" => "153" ] ] "titulosAlternativos" => array:1 [ "en" => array:1 [ "titulo" => "The logopedics attention to the special educational necessities from the phonological focus" ] ] "contieneResumen" => array:2 [ "es" => true "en" => true ] "contienePdf" => array:1 [ "es" => true ] "autores" => array:1 [ 0 => array:2 [ "autoresLista" => "F. Villegas Lirola" "autores" => array:1 [ 0 => array:2 [ "nombre" => "F." "apellidos" => "Villegas Lirola" ] ] ] ] ] "idiomaDefecto" => "es" "EPUB" => "https://multimedia.elsevier.es/PublicationsMultimediaV1/item/epub/S0214460303757568?idApp=UINPBA00004N" "url" => "/02144603/0000002300000003/v1_201308011402/S0214460303757568/v1_201308011402/es/main.assets" ] "itemAnterior" => array:18 [ "pii" => "S0214460303757544" "issn" => "02144603" "doi" => "10.1016/S0214-4603(03)75754-4" "estado" => "S300" "fechaPublicacion" => "2003-01-01" "aid" => "75754" "copyright" => "AELFA" "documento" => "simple-article" "crossmark" => 0 "subdocumento" => "edi" "cita" => "Rev Logop Fon Audiol. 2003;23:113" "abierto" => array:3 [ "ES" => false "ES2" => false "LATM" => false ] "gratuito" => false "lecturas" => array:2 [ "total" => 1978 "formatos" => array:3 [ "EPUB" => 7 "HTML" => 1625 "PDF" => 346 ] ] "es" => array:6 [ "idiomaDefecto" => true "titulo" => "Editorial" "tienePdf" => "es" "tieneTextoCompleto" => 0 "paginas" => array:1 [ 0 => array:1 [ "paginaInicial" => "113" ] ] "contienePdf" => array:1 [ "es" => true ] ] "idiomaDefecto" => "es" "EPUB" => "https://multimedia.elsevier.es/PublicationsMultimediaV1/item/epub/S0214460303757544?idApp=UINPBA00004N" "url" => "/02144603/0000002300000003/v1_201308011402/S0214460303757544/v1_201308011402/es/main.assets" ] "es" => array:14 [ "idiomaDefecto" => true "titulo" => "Dominio del ASL y ortografía inglesa. Manejo de la ortografía inglesa del niño con dominio del ASL" "tieneTextoCompleto" => 0 "paginas" => array:1 [ 0 => array:2 [ "paginaInicial" => "114" "paginaFinal" => "134" ] ] "autores" => array:1 [ 0 => array:4 [ "autoresLista" => "C. McKee, P. Bolger" "autores" => array:2 [ 0 => array:4 [ "nombre" => "C." "apellidos" => "McKee" "email" => array:1 [ 0 => "mckee@u.Arizona.edu" ] "referencia" => array:1 [ 0 => array:2 [ "etiqueta" => "<span class="elsevierStyleSup">*</span>" "identificador" => "cor0005" ] ] ] 1 => array:2 [ "nombre" => "P." "apellidos" => "Bolger" ] ] "afiliaciones" => array:1 [ 0 => array:1 [ "entidad" => "Departamento de Lingüística Universidad de Arizona" ] ] "correspondencia" => array:1 [ 0 => array:3 [ "identificador" => "cor0005" "etiqueta" => "*" "correspondencia" => "Correspondencia: Linguistics Departament University of Arizona PO Box 210028 Tucson, Arizona 85721" ] ] ] ] "titulosAlternativos" => array:1 [ "en" => array:1 [ "titulo" => "ASL-Dominance and english ortography. The ASL-dominant child’s mastery of English orthography" ] ] "pdfFichero" => "main.pdf" "tienePdf" => true "fechaRecibido" => "2003-05-15" "fechaAceptado" => "2003-05-19" "PalabrasClave" => array:2 [ "es" => array:1 [ 0 => array:4 [ "clase" => "keyword" "titulo" => "Palabras clave" "identificador" => "xpalclavsec235267" "palabras" => array:5 [ 0 => "Niños sordos" 1 => "niños con capacidad auditiva" 2 => "niños con dominio del inglés" 3 => "niños con dominio del español" 4 => "niños con dominiodel ASL" ] ] ] "en" => array:1 [ 0 => array:4 [ "clase" => "keyword" "titulo" => "Key words" "identificador" => "xpalclavsec235266" "palabras" => array:5 [ 0 => "Deaf children" 1 => "hearing children" 2 => "English-dominant children" 3 => "Spanish-dominant children" 4 => "ASL-dominant children" ] ] ] ] "tieneResumen" => true "resumen" => array:2 [ "es" => array:1 [ "resumen" => "<p id="spar0005" class="elsevierStyleSimplePara elsevierViewall">Este estudio acerca del dominio de los niños sordos de los patrones ortográficos de la lengua inglesa hace referencia a su proceso de alfabetización. Se comparan tres grupos de niños en un ejercicio de decision léxica basado en la regularidad o irregularidad de la fonología de las palabras; estos tres grupos estaban formados por: niños con capacidad auditiva normal y dominio del inglés, niños con capacidad auditiva normal con dominio del español, y niños sordos con dominio del ASL. El dominio del lenguaje y el tipo de palabras afectó a los resultados obtenidos por los distintos grupos. Sin embargo, fue el grupo de niños con dominio del ASL el que mostró mayores variaciones. El estudio de estos individuos sugiere implicaciones en su educación lingüística y alfabetización. Los niños sordos se enfrentan a una formidable labor doble de aprendizaje: aprender a leer un sistema de escritura basado en fonemas, al tiempo que aprenden simultáneamente el lenguaje que codifica dicho sistema. La presente investigación supone un avance en la comprensión de los retos que supone esta doble labor de aprendizaje.</p>" ] "en" => array:1 [ "resumen" => "<p id="spar0010" class="elsevierStyleSimplePara elsevierViewall">This study of deaf children’s mastery of orthographic patterns in English relates to their development of literacy. Three groups of children are compared on a lexical decision task manipulating regularity: hearing, English-dominant children; hearing, Spanish-dominant children; and deaf, ASL-dominant children. Language dominance and word type affected performance across groups. But the ASL-dominant children varied greatly. Study of those individuals suggests implications for language and literacy education. Deaf children face a formidable dual learning task – learning to read a phoneme-based writing system while simultaneously learning the language that the system encodes. The current investigation is a step towards understanding the challenges in this dual learning task.</p>" ] ] "bibliografia" => array:2 [ "titulo" => "Bibliografía" "seccion" => array:1 [ 0 => array:2 [ "identificador" => "bibs0005" "bibliografiaReferencia" => array:59 [ 0 => array:3 [ "identificador" => "bib0005" "etiqueta" => "Adams, 1990" "referencia" => array:1 [ 0 => array:2 [ "contribucion" => array:1 [ 0 => array:2 [ "titulo" => "Beginning to read: Thinking and learning about print" "autores" => array:1 [ 0 => array:2 [ "etal" => false "autores" => array:1 [ 0 => "M.J. Adams" ] ] ] ] ] "host" => array:1 [ 0 => array:1 [ "LibroEditado" => array:1 [ "serieFecha" => "1990" ] ] ] ] ] ] 1 => array:3 [ "identificador" => "bib0010" "etiqueta" => "Beech and Harris, 1997" "referencia" => array:1 [ 0 => array:2 [ "contribucion" => array:1 [ 0 => array:2 [ "titulo" => "The prelingually deaf young reader: A case of reliance on direct lexical access?" 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Correspondencia: Linguistics Departament University of Arizona PO Box 210028 Tucson, Arizona 85721
Departamento de Lingüística Universidad de Arizona