Abstract

The aim of this study was to investigate the role of phonological and orthographic processing in the development of reading of children with and without dyslexia. A sample of 397 subjects in grades 2-6 was selected and organised into two different groups: 89 reading disabled children and 308 normal readers. Phonological and orthographic processes were evaluated using the SICOLE-R Multimedia Battery. The results indicated that there were differences between the groups. That is, although both groups showed a progression in phonological and orthographic acquisition, the reading disabled group showed a slower progression. Finally, our results demonstrate that the relationship between phonological and orthographic skills is different depending on the group. Thus, in the group of normally achieving readers there exists a threshold of phonological skill from which the orthographic skill develops. However, in the group of dyslexic children this pattern was not observed.