Predecir la dislexia evolutiva antes de la instrucción lectora: una revisión sistemática

Autores

  • Cristina Quiroga Bernardos Universidad de Santiago de Compostela
  • Santiago López Gómez Universidad de Santiago de Compostela
  • Patricia María Iglesias-Souto Universidad de Santiago de Compostela
  • Eva María Taboada Ares Universidad de Santiago de Compostela

DOI:

https://doi.org/10.21501/22161201.4041

Palavras-chave:

Dislexia, Dificultad en el aprendizaje, Aptitud para la lectura, Preparación para la lectura, Enseñanza de la lectura., Habilidades psicolingüísticas, Conciencia fonológica, Revisión sistemática

Resumo

Introducción: La dislexia evolutiva es una alteración neurobiológica con perfil heterogéneo que se diagnostica tras comprobar que un niño no ha aprendido a leer como se esperaba. Su detección, antes del inicio de la instrucción lectora, tiende a ser imprecisa. Objetivo: El objetivo de este estudio fue identificar y valorar habilidades psicolingüísticas que, evaluadas antes de la instrucción formal de la lectura, pueden predecir dificultades de lectura posteriores y guiar una intervención temprana. Método: Se llevó a cabo una revisión sistemática (años 2010-2020) siguiendo la declaración PRISMA en las bases de datos PsycINFO, Medline, Web of Science, Eric y SCOPUS. Resultados: Se seleccionaron 42 estudios que confirman que determinadas habilidades psicolingüísticas son relevantes para predecir el éxito lector. Conclusiones: Conciencia fonológica, velocidad de denominación, conocimiento del alfabeto y memoria fonológica presentan una fuerte correlación con el progreso inicial de la lectura y predicen las habilidades lectoras posteriores y la dislexia evolutiva.

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Biografia do Autor

Cristina Quiroga Bernardos, Universidad de Santiago de Compostela

Dpto. Psicología Evolutiva y de la Educación.

Facultad de Psicología.

Universidad de Santiago de Compostela

Santiago López Gómez, Universidad de Santiago de Compostela

Departamento de Psicología Evolutiva y de la Educación.

Facultad de Formación del Profesorado.

Vicedecano, Facultad de Formación del Profesorado

Patricia María Iglesias-Souto, Universidad de Santiago de Compostela

Dpto. Psicología Evolutiva y de la Educación.

Facultad de Psicología.

Universidad de Santiago de Compostela

Eva María Taboada Ares, Universidad de Santiago de Compostela

Dpto. Psicología Evolutiva y de la Educación.

Facultad de Psicología.

Universidad de Santiago de Compostela

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Publicado

2024-01-19

Como Citar

Quiroga Bernardos, C., López Gómez, S., Iglesias-Souto, P. M., & Taboada Ares, E. M. (2024). Predecir la dislexia evolutiva antes de la instrucción lectora: una revisión sistemática. Revista Colombiana De Ciencias Sociales, 15(1), 245–273. https://doi.org/10.21501/22161201.4041

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Artículo de revisión