Predecir la dislexia evolutiva antes de la instrucción lectora: una revisión sistemática
DOI:
https://doi.org/10.21501/22161201.4041Palavras-chave:
Dislexia, Dificultad en el aprendizaje, Aptitud para la lectura, Preparación para la lectura, Enseñanza de la lectura., Habilidades psicolingüísticas, Conciencia fonológica, Revisión sistemáticaResumo
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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