Prevención y Detección de la Dislexia
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2017-07-03
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Jaén: Universidad de Jaén
Resumen
Este trabajo se centra en una dificultad específica del aprendizaje, la dislexia. Ésta se debe a un déficit en el procesamiento fonológico del lenguaje, que además es de origen neurobiológico. Es conveniente detectar a tiempo los factores de riesgo que puedan estar relacionados la dislexia y así poner en marcha programas para la prevención de futuras dificultades asociadas a esta. La dislexia comienza a detectarse en las primeras etapas escolares donde el niño empieza a tener contacto con la lectoescritura, pero sería conveniente conocer algunos factores de riesgo que se presentan en etapas previas. Aunque estos factores de riesgo no están muy claros, sí que podemos prevenir problemas futuros que trabajen el principal déficit de la dislexia como son la conciencia fonológica, además de la atención, memoria verbal, entre otras. En este trabajo se aporta información general de programas tanto de prevención como de detección de la dislexia.
This work focuses on a specific learning difficulty, dyslexia. This is due to a deficit in the phonological processing of language, which is also of neurobiological origin. It is convenient to detect in time the risk factors that may be related to dyslexia and thus implement programs for the prevention of future difficulties associated with it. Dyslexia begins to be detected in the first stages of school where the child begins to have contact with the literacy, but it would be advisable to know some risk factors that are presented in previous stages. Although these risk factors are not very clear, we can prevent future problems that work the main deficit of dyslexia such as phonological awareness, in addition to attention, verbal memory, among others. In this paper we provide general information on both prevention and detection of dyslexia programs.
This work focuses on a specific learning difficulty, dyslexia. This is due to a deficit in the phonological processing of language, which is also of neurobiological origin. It is convenient to detect in time the risk factors that may be related to dyslexia and thus implement programs for the prevention of future difficulties associated with it. Dyslexia begins to be detected in the first stages of school where the child begins to have contact with the literacy, but it would be advisable to know some risk factors that are presented in previous stages. Although these risk factors are not very clear, we can prevent future problems that work the main deficit of dyslexia such as phonological awareness, in addition to attention, verbal memory, among others. In this paper we provide general information on both prevention and detection of dyslexia programs.