Profile and neuropsychological differences in adolescent students with and without dyslexia

  1. Estefanía Ibáñez-Azorín
  2. Pilar Martin-Lobo
  3. Esperanza Vergara-Moragues
  4. Ana Calvo
Revista:
Revista Latinoamericana de Psicología

ISSN: 0120-0534

Año de publicación: 2019

Volumen: 51

Número: 2

Páginas: 166-175

Tipo: Artículo

DOI: 10.14349/RLP.2019.V51.N2.4 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Revista Latinoamericana de Psicología

Objetivos de desarrollo sostenible

Resumen

Resumen La dislexia es un problema que cada vez afecta más al alumnado en edad escolar. Las últimas experiencias de aplicación de la neuropsicología al ámbito educativo resultan interesantes porque van a permitir evaluar distintas variables neuropsicológicas con el objeto de comprender mejor los procesos de aprendizaje del alumnado para plantear posteriormente intervenciones específicas en esta población. El propósito de este estudio fue explorar variables neuropsicológicas relacionadas con la lectura y escritura en estudiantes con y sin dislexia. La muestra estuvo compuesta por 60 estudiantes de entre 13 y 15 años, 30 con dislexia y treinta sin dislexia. La prueba King Devick fue utilizada para valorar los movimientos oculares sacádicos, la prueba de la lateralidad de Harris para evaluar la lateralidad y la prueba ENFEN para las funciones ejecutivas. Los resultados revelaron diferencias significativas entre los dos grupos. Los estudiantes con dislexia obtuvieron puntuaciones más bajas en las tres habilidades neuropsicológicas evaluadas. Estos hallazgos sugieren que los niños con dislexia podrían manifestar un peor desempeño en habilidades neuropsicológicas que son clave para el desarrollo lector y escritor.

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