Intervención temprana de la lectoescritura en sujetos con dificultades de aprendizaje
Year: 2011
Type: article
Study design: Clinical Trial
Abstract: The goal of this study is to analyze the effects of the\nimplementation of a program of psycho-educational\nintervention of reading and writing in early ages in children\nwith risk of learning disabilities. The program emphasized\npsycholinguistic development and gave priority to reading\nand writing activities in the school curriculum. The sample\nconsisted of 56 children, of Spanish language, from a\nmiddle socio-cultural area, with average intelligence and\nat risk of learning disabilities. That is individuals without\nphysical, psychological or sensory handicaps and with a\nlow academic achievement, oral and written language, and\nlow mathematical reasoning (lower than the percentile 25)\nin the early ages. The design is longitudinal of repeated\nmeasures, with four phases of evaluation and three of\nintervention, two variables of study (R, W) and two groups\nof participants (IG, NIG). The children are evaluated\nsince they begin Preschool (five years) until they finish 2nd\ncourse of Primary Education (seven years). The results\nindicate better scores in reading and writing throughout all\nthe evaluations and a significantly greater advance in the\nIG. These results suggest the long term effectiveness of\nthe early, systematic and planned intervention of written language through psycholinguistic components in subjects\nat risk of learning disabilities.
Institution: Universidad de Málaga
Language: Spanish
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W1775300349