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Spanish‐speaking children learn to read words written in a relatively transparent orthography. Variations in orthographic transparency may shape the manifestation of developmental dyslexia. In Spanish, as in other transparent orthographies, reading speed/fluency seems to be more evident and relevant than accuracy problems.

Tests are factored against a subject’s clinical history, their reading, writing, and speaking skills, their maths skills, their time management, their personal organisation, and cognitive skills such as: memory, attention and concentration, perception, their spatial orientation, their psychomotor coordination, and their sequencing abilities. Questionnaires are used, as well as oral questioning, measuring the pupil’s ability to follow instructions and to copy, and official testing on “three phonological components independent of reading”.

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