Relación entre memoria de trabajo auditiva, velocidad de procesamiento y conciencia fonológica en función del desempeño ortográfico

Abstract

The orthography understood as a linguistic and cognitive activity carried out by a subject, in order to correctly use the graphic units of a language, constitutes a fundamental element within the written expression, since it allows an effective and unambiguous communication between the issuer and the receiver. However, failures are found in both standardized tests and teacher reports about the written performance of school children. We have sought to establish the reason for these failures, with the auditory working memory and phonological awareness being some of the cognitive aspects mostly involved, followed by semantic and orthographic components. The present article is aimed at determining the relationship between auditory work memory, processing speed and phonological awareness with spelling performance.