The Detection of Early Reading Performance and Its Relationship with Biopsychosocial Risk Factors in the Study of Learning Difficulties

  1. Cristina Quiroga Bernardos 1
  2. Santiago López Gómez 1
  3. Patricia María Iglesias-Souto 1
  4. Rosa María Rivas Torres 1
  5. Eva María Taboada Ares 1
  1. 1 Universidade de Santiago de Compostela

    Universidade de Santiago de Compostela

    Santiago de Compostela, España


EJIHPE: European Journal of Investigation in Health, Psychology and Education

ISSN: 2174-8144

Ano de publicación: 2022

Volume: 12

Número: 8

Páxinas: 1205-1219

Tipo: Artigo

DOI: 10.3390/EJIHPE12080084 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Outras publicacións en: EJIHPE: European Journal of Investigation in Health, Psychology and Education

Texto completo do autor: lockAcceso aberto editor


Citas recibidas

  • Citas en Scopus: 0 (21-01-2023)
  • Citas en Web of Science: 0 (03-01-2023)

SCImago Journal Rank

(Valores previstos, calculados en base ao último indicador recollido, ano 2.021)
  • Ano 2021
  • Impacto SJR da revista: 0.337
  • Cuartil maior: Q3
  • Área: Applied Psychology Cuartil: Q3 Posición na área: 164/245
  • Área: Clinical Psychology Cuartil: Q3 Posición na área: 173/302
  • Área: Developmental and Educational Psychology Cuartil: Q3 Posición na área: 236/350

Índice Dialnet de Revistas

(Valores previstos, calculados en base ao último indicador recollido, ano 2.021)
  • Ano 2021
  • Factor de impacto da revista: 1,450
  • Ámbito: PSICOLOGÍA Cuartil: C1 Posición no ámbito: 15/111
  • Ámbito: EDUCACIÓN Cuartil: C1 Posición no ámbito: 20/228


  • Ciencias Sociais: B

Scopus CiteScore

(Valores previstos, calculados en base ao último indicador recollido, ano 2.021)
  • Ano 2021
  • CiteScore da revista: 2.0
  • Área: Clinical Psychology Percentil: 50
  • Área: Developmental and Educational Psychology Percentil: 41
  • Área: Applied Psychology Percentil: 38

Journal Citation Indicator (JCI)

(Valores previstos, calculados en base ao último indicador recollido, ano 2.021)
  • Ano 2021
  • JCI da revista: 0.56
  • Cuartil maior: Q3
  • Área: PSYCHOLOGY, CLINICAL Cuartil: Q3 Posición na área: 109/178


The study of the multiple processes involved in learning how to read can contribute towards the early detection of good and bad readers. However, it is necessary to take into consideration different biopsychosocial risk factors (pre- and perigestational, neonatal, medical, developmental and family-related) that may have a significant impact on neurodevelopment, producing atypical cognitive development that could lead to the presence of reading difficulties. The objective of this study was to identify the main psycholinguistic abilities involved in the early reading performance and analyse their relationship to biopsychosocial risk factors. A total of 110 subjects between the ages of 4 and 7 years old and enrolled in state-run schools in Spain participated in the study. Significant correlations were found between different psycholinguistic abilities and certain biopsychosocial risk factors (having had hyperbilirubinemia, having obtained a score lower than 9 on the Apgar test, having had language problems or a sibling with dyslexia). This relationship should be taken into account in the study of learning difficulties as a potential indicator to predict later reading development and even the presence of developmental dyslexia.

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