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Copyright of Revista Internacional de Educación para la Justicia Social is the property of Universidad Autonoma de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Professional Business Review (JPBReview) is the property of Open Access Publications LLC and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Roca: Revista Científico-Educacional de la Provincia de Granma is the property of Universidad de Granma, Departamento Editorial and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Lurian-style qualitative neuropsychology uses the analysis of everyday life, the zone of proximal development, the systemic variation of activity, syndromic analysis and rehabilitative teaching as its fundamental procedures in diagnosis and intervention. For its part, the semiotic-linguistic approach for the diagnosis of language disorders, as well as the use of semiotic alternations, are theoretical-methodological resources that go beyond the merely linguistic analysis of language difficulties that has predominated until now. Using these features the diagnosis and treatment of a case of dyslexia in an 8-year-old girl with symptoms of dyslexia and ADHD reported by a neuropediatrician is presented. She was treated using semiotic alternations and the procedures of historical-cultural qualitative neuropsychology that resorts to the analysis of everyday life, zone of proximal development, systemic variation of activity, syndromic analysis and rehabilitative teaching as its fundamental procedures in diagnosis and intervention. Demonstrate that the use of signs different from those of writing can serve as support to improve reading and writing. In the course of 20 sessions of one hour each, various semiotic alternations were analyzed, discovering that the disorder was limited only to written signs, but not to any other sign. We used the signs-meanings that the girl mastered (drawing faces and characters, toys, objects, gestures, mimicry, roleplaying) in a microsociety situation of playful support that included the mother, and three young psychologists, to that the girl wrote words and sentences corresponding to the scenarios, objects and characters represented. The girl developed complex drawings and was able to write short narratives in them. We conjecture that the problem is associated with the links between semantic memory and lexical graphs. [ABSTRACT FROM AUTHOR]

The objective of this article was to explore the use of the virtual tool “Alphabetics” in improving the academic performance of basic education children with dyslexia. The need for the use of technology in children with dyslexia was raised so that the level of help of the program in question can be demonstrated. Access to children identified with dyslexia from the Ministry of Health of Ecuador in the province of Guayas was used, numbering 30, who were enrolled in an online language course. After applying the descriptive study, it was found that there is a significant difference in the means of both groups, with the group that used Alphabetics showing a greater improvement in their academic performance scores. The average grade rose from 8,400 when the tool was not used to 9,367 with its use, and the grade ranges were exceeded from between 7.98 - 8.82 to 9.18 - 9.55. [ABSTRACT FROM AUTHOR]

Este artículo explora el uso de la Inteligencia Artificial (IA), incluyendo chatbots como ChatGPT, y la Realidad Aumentada (RA) en la enseñanza del español como Lengua Extranjera (ELE) para atender eficazmente a estudiantes con dislexia y Dificultades Específicas de Aprendizaje (DEA). La enseñanza formal de Lenguas Extranjeras a menudo es un desafío para estudiantes con dislexia. Defendemos que la implementación de tecnologías avanzadas como la Realidad Aumentada y los chatbots basados en IA pueden ayudar a superar las barreras cognitivas, conductuales y emocionales de los estudiantes con dislexia, proporcionando un apoyo integral y personalizado. Esto facilita un proceso de enseñanza y aprendizaje de ELE más adaptable y empático y promueve un modelo educativo inclusivo.

El objetivo de este trabajo es comprobar la posible influencia del formato de presentación de la información (situación de lectura vs escucha) en la comprensión de textos narrativos en alumnado con TDAH comórbido con dislexia. Participaron un grupo experimental con media de edad de 8.5 años y un grupo control con media de edad de 8.9 años. Se utilizaron tres medidas para el análisis de la comprensión: la diversidad léxica, los recursos cohesivos y la estructura episódica. Los resultados mostraron ausencia de diferencias significativas en el grupo control en todas las medidas objeto de estudio, pero sí en algunas en el grupo experimental, de tal modo que el uso de recursos cohesivos y diversidad léxica fueron favorecidos por la situación de lectura. Las medidas de estructura episódica no se vieron significativamente afectadas por la modalidad de presentación.

Dyslexia, a disorder characterized by difficulties in learning to read and write, has aroused interest in many different areas of knowledge, including Information Design. Many recent studies have aimed at testing text formatting variables to design recommendations; however, specific guidelines are still scarce in literature. In this sense, this study conducted a narrative literature review on 19 articles addressing text formatting recomendations for people with dyslexia, including typography, layout, colors, media and images and compared to those stablished by the Dyslexia Style Guide (DSG) (2023). The results reveal that some DSG recommendations are well accepted among the scientific community while others, as well as some gaps regarding the topic, still require further investigation. [ABSTRACT FROM AUTHOR]

Copyright of PODIUM- Revista de Ciencia y Tecnologia en la Cultura Física is the property of Universidad de Pinar del Rio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

La dislexia es un trastorno del aprendizaje que afecta la capacidad de los niños para leer, escribir y procesar información de manera adecuada, tradicionalmente se ha creído que en contexto escolar son los psicopedagogos los encargados de lidiar con este trastorno y tratar de mejorarlo. Sin embargo, se ha demostrado que las actividades físicas pueden, de forma consciente y organizada, contribuir de modo significativo a tratar esta condición. Es por ello que el objetivo de este trabajo fue proponer un sistema de actividades físico-deportivas para contribuir al tratamiento de la dislexia en alumnos de la escuela unidocente "Francisco de Orellana", en Paztaza, Ecuador. Para lograr este propósito, se utilizaron métodos empíricos tales como la observación, la encuesta, la entrevista, además de diferentes pruebas que se aplicaron para determinar la veracidad de la condición disléxica. Después de corroborar las dificultades encontradas en el diagnóstico y de las potencialidades consultadas en los referentes teóricos sobre el tema, se elaboró un sistema de actividades físico-deportivas que se incluyeron en las sesiones de trabajo del profesor de Educación Física y tuvieron el apoyo de los profesores, directivos y padres, así como un satisfactorio nivel de aceptación práctica, lo que influyó significativamente en el mejoramiento de las dificultades en el aprendizaje de estos alumnos y la relación con sus compañeros de clase.

Em Portugal, diretrizes sustentam políticas e regulamentos que as Instituições de ensino superior já instituíram e publicaram para acautelar a inclusão de alunos com dificuldades e/ou deficiência no ensino superior. Este artigo revisita estudos já publicados e apresenta narrativas recolhidas pela autora, com o objetivo de contribuir para a compreensão da necessidade de atendimento diferenciado a alunos com Dislexia no ensino superior. As narrativas publicadas neste artigo permitem concluir que dificuldades manifestadas por alunos com Dislexia até ao ensino secundário se mantêm no ensino superior e reforça a necessidade de serem adotados procedimentos que incentivem os estudantes de ensino superior a revelar que têm Dislexia e os docentes do ensino superior a adotar práticas que concorram para o sucesso pessoal, académico e profissional destes estudantes.

La presente investigación tiene por finalidad proponer el uso de aplicaciones móviles para mejorar el aprendizaje de alumnos con dificultades específicas de aprendizaje, tales como la dislexia. Así pues, se pretende determinar en qué magnitud el uso de apps móviles facilitan corregir sustancialmente la dislexia, planteando como alternativa móvil a DytectiveU. Esta investigación es de tipo documental y descriptiva, con un enfoque cualitativo mediante el método deductivo. Con respecto a los resultados, se identificaron síntomas puntuales que llegan a presentar los niños propensos a tener dislexia: entre ellos, los componentes más destacables son errores ortográficos, un 26% de estudiantes lo presentan y asimismo la omisión de letras con un 23%. Igualmente, se tomó en consideración un estudio enfocado en exponer la población que mayoritariamente hace uso de apps móviles, resaltando principalmente a los estudiantes que utilizan este recurso como apoyo para mejorar su rendimiento académico. Si se toman en consideración los precedentes mencionados a lo largo de todo el trabajo investigativo, se puede delimitar que las apps móviles en el contexto educativo representan un avance inmemorable con respecto a las dificultades de aprendizaje, pues su acceso dinámico e interactivo permite captar mayor interés y motivación en el alumnado.

Specific learning disorder (SLD) is classified within the nosological entities of neurodevelopment; it causes heterogeneous alterations in the acquisition of reading, writing and arithmetic skills; it persists throughout life; it is associated with neurocognitive and psychological deficits; language impairment and family history have been considered predisposing antecedents to this disorder; it is considered the main cause of school failure. The diagnostic specificities of SLD have been defined as dysgraphia, dyslexia and dyscalculia. Dyslexia is characterized by problems in the reading process; poor accuracy, hesitations, poor fluency and poor comprehension are evidenced. Dysgraphia is manifested by deficits in written coding; errors in grammatical production, punctuation failures, poor clarity in the structure of ideas omission/substitution of letters and inability to adequately constitute sentences and paragraphs. Dyscalculia generates difficulty in naming and understanding number sense; change of procedures, failure in arithmetic calculation and counting activities. This research presents a systematic review of scientific publications aimed at analyzing neurocognitive characteristics of SLD. The search for articles was done in Scopus and Web of Science (WoS) from 2014 to 2021. From a total of 322 articles, 30 were selected that met the defined inclusion criteria; structured and empirical studies, focused on identifying the characteristics of language (LG) and executive functions (EF) in SLD that specified the sample, demographic information, effect size and validity of the psychometric tests provided. The systematic review was developed following the PRISMA 2020 checklist. General metrics were calculated for the selected publications; quantity by year, authors and countries, Top 10 article-reviews and word cloud. A meta-analysis was performed indicating sample size and type of study, age range of research units, effect size and instruments employed. Qualitative analysis of the selected articles was done by neurocognitive process, EF and LG; the criterion variable SLD was discriminated in the following order; dyslexia, dysgraphia and dyscalculia. The results show that the systematic literature review allowed us to identify a vast scientific production dedicated to the analysis of diagnostic predictors, risk factors and neurocognitive characteristics of SLD. Publications report that SLD is associated with brain maturation deficits in the frontal and temporal cortex, generating delays in the development of EF, mainly in working memory and in the neurocognitive process of the LG. Subjects diagnosed with SLD show lower performance than the population mean in cognitive tests assessing working memory, negatively impacting processing speed and phonological awareness. SLD generates limitations in academic learning, affects several cognitive domains. The analyzed publications identified that it is associated with deficits in LG and EF. The results of the psychometric instruments used indicate a performance below the population mean in activities measuring processing speed, planning, inhibitory control, working memory and phonological awareness. Deficits in phonological awareness are associated with dysgraphia and dyslexia (semantic confusion, phoneme inversion and replacement, letter omission, spelling deficits and reading decoding deficits. The reported research establishes a link between academic underachievement and deficits in prefrontal cortex brain maturation in SLD. The systematic review was limited to neurocognitive analysis of EF and LG. To establish a comprehensive neurocognitive profile of this disorder, findings from studies focused on other processes should be analyzed. The clinical manifestations of SLD are maintained throughout life. The main limitations of this research refer to the fact that only two neurocognitive processes were addressed; it is recommended for future work to review other processes in order to establish a complete profile of this clinical condition. On the other hand, dyslexia has comorbidity with other neurodevelopmental and behavioral disorders, which could generate variations in the neurocognitive characterizations, which implies a thorough review of the state of the art. In addition, neurocognitive disorders also vary according to language. [ABSTRACT FROM AUTHOR]

Specific Learning Disorder (SLD) affects the acquisition of reading, writing and mathematics skills, with a prevalence rate of around 5% in school-age children. In the Brazilian context, there is a shortage of scales for the SLD symptoms screening. Therefore, this study aimed to generate the items and present evidences of validity and reliability of the Escala de Avaliação do Transtorno Específico da Aprendizagem (ESATA), a Likert-type scale developed for 2nd to 5th grade teachers. 80 items related to the domains of reading, written expression and mathematics were developed. Theoretical and empirical analyses were performed. After the expert panel review, 76 items presented a Content Validity Index (CVI) ranging from 0.86 to 1, with a total CVI = 0.98. The semantic analysis showed the items were easily understood. The Exploratory Factor Analysis (EFA) performed based on data collected from 308 2nd to 5th grade teachers, from 19 Brazilian states, showed a better fit of the data in a bifactorial structure, the first factor called Reading and Writing, with loads ranging from. 44 to .89, and the second factor called Mathematics, with loads ranging from .57 to .94. Both factors explained 58% of the variance. Cronbach's a for the full scale was .99, indicating excellent reliability of ESATA with 74 items. [ABSTRACT FROM AUTHOR]

Specific learning disorder (SLD) affects the acquisition of reading, writing and mathematics skills, with a prevalence rate of around 5% in school-age children. In the Brazilian context, there is a shortage of scales for the SLD symptoms screening. Therefore, this study aimed to generate the items and present evidences of validity and reliability of the Escala de Avaliação do Transtorno Específico da Aprendizagem (ESATA), a Likert-type scale developed for 2nd to 5th grade teachers. 80 items related to the domains of reading, written expression and mathematics were developed. Theoretical and empirical analyses were performed. After the expert panel review, 76 items presented a Content Validity Index (CVI) ranging from 0.86 to 1, with a total CVI = 0.98. The semantic analysis showed the items were easily understood. The exploratory factor analysis (EFA) performed based on data collected from 308 2nd to 5th grade teachers, from 19 Brazilian states, showed a better fit of the data in a bifactorial structure, the first factor called Reading and Writing, with loads ranging from. 44 to .89, and the second factor called Mathematics, with loads ranging from .57 to .94. Both factors explained 58% of the variance. Cronbach's α for the full scale was .99, indicating excellent reliability of ESATA with 74 items. [ABSTRACT FROM AUTHOR]

Attention to dyslexic students in the teaching-learning process is part of the conceptions of inclusive education. The objective of the research was to design and validate didactic games in the area of Language and Literature for the attention of Dyslexia in students in the third year of General Basic Education of the Batzacón Educational Unit, Chimborazo, Ecuador. The research process assumed a mixed research approach with an explanatory level. The research was structured in the phases of diagnosis, design of didactic games in the area of Language and Literature, and implementation and validation of the didactic games, through the integration of the method of expert judgment and the pedagogical experiment. The initial diagnosis showed that teachers do not go into sufficient depth in the treatment of varying degrees of difficulty in recognizing isolated words or words within a context, and that not enough time is devoted to personalized and differentiated attention for students with dyslexia. The modeling of didactic games in Language and Literature assumes the theoretical foundations from the conceptions of the developmental teaching-learning process and in inclusive education and the integration of the personal components of the process. The results obtained make it possible to synthesize that the didactic games designed have the potential to help students to unravel the relationship between the sound and the corresponding spelling, and thus eliminate the fundamental causes of dyslexia. [ABSTRACT FROM AUTHOR]

Copyright of Revista Colombiana de Ciencias Sociales is the property of Fondo Editorial Fundacion Universitaria Luis Amigo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Psicoespacios is the property of Institucion Universitaria de Envigado and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Resumo Objetivo desenvolver um processo de intervenção para identificação de crianças em risco para dislexia, baseado no modelo de resposta à intervenção. Especificamente, identificar o perfil de mudança no desempenho pós-intervenção em tarefas de consciência fonológica, memória operacional, acesso lexical, leitura, escrita; e analisar quais funções cognitivas tiveram efeito significativo para discriminação de estudantes em risco para dislexia. Método amostra composta por 30 participantes com dificuldades na leitura e escrita, entre 8 e 11 anos, de escola pública ou particular, estudantes do 3º ao 5º ano. Todos foram submetidos a uma bateria de testes cognitivo-linguísticos, antes e após a realização de 12 sessões de intervenção. Para monitoramento do desempenho foram aplicadas cinco listas de leitura e escrita de palavras/pseudopalavras. Foram realizadas análises, qualitativas e quantitativas, das diferenças de desempenho pré e pós-intervenção; e entre os participantes na pós avaliação, para compreensão de grupos perfil em risco para dislexia vs não-dislexia. Resultados ocorreram mudanças estatisticamente significativas em nomeação automática rápida, compreensão de texto, consciência fonológica, taxa e tipologia de acertos/erros na leitura/escrita e velocidade de leitura. Sendo essas três últimas variáveis as que se mostraram mais discriminativas dos grupos, todas com menos ganhos na pós-intervenção para o grupo com perfil em risco de dislexia. Conclusão a intervenção com foco na estimulação das habilidades fonológicas e ensino explícito das correspondências grafofonêmicas contribuiu para a evolução dos participantes. A abordagem de resposta à intervenção favoreceu a identificação de crianças com perfil em risco para dislexia, as diferenciando de crianças com outras dificuldades de aprendizagem.

La universidad española incorpora cada vez a un mayor número de personas con discapacidad y con necesidades específicas de apoyo (NEA). Esta incorporación se realiza en el marco de la ley conocida como LOSU, que insta a las universidades a favorecer la inclusividad y accesibilidad en las enseñanzas universitarias. Pese a esta ley, las universidades españolas no suelen contar con los recursos humanos y económicos necesarios para afrontar convincentemente dicha inclusión. Un grupo de estudiantes con NEA especialmente numeroso es el de aquellos con dislexia. Para este estudiantado existen en muchas universidades guías y orientaciones, si bien no parecen provenir de un estudio suficientemente amplio y riguroso de la bibliografía especializada. En este trabajo realizamos una revisión profunda de la bibliografía específica sobre la atención universitaria al estudiantado con dislexia y analizamos los resultados obtenidos. Fruto de la amplia revisión bibliográfica se generan una serie de propuestas de carácter institucional y de práctica docente que tienen por objeto mejorar la inclusión y accesibilidad de los estudios universitarios al estudiantado con dislexia. Para cumplir con la legislación española en relación con la inclusión y accesibilidad del estudiantado con NEA, es necesario realizar inversiones y tomar nuevas decisiones basadas en la información que aporta la bibliografía disponible.

Pese a que la investigación ha demostrado que es posible mejorar la decodificación de los niños con dislexia, pocos estudios han dado cuenta de ello en entornos reales en los que los recursos son limitados. En este estudió se evaluó, mediante el desarrollo de un diseño experimental de caso único con línea base múltiple, la aplicación del programa IDECOL en tres niños en riesgo de dislexia que mostraban dificultades severas para decodificar. La intervención abordaba los siguientes aspectos clave para la mejora de la decodificación: a) instrucción directa del principio alfabético, b) decodificación, c) conciencia fonémica d) ortografía frecuente y e) lecturas repetidas. Los niños recibieron una sesión de 55 minutos a la semana durante 12 semanas. Tras el diseño de una línea base en la que no se aplicó la intervención se fue monitorizando de manera repetida la mejora de los niños en la lectura. La mejora en la decodificación de los tres niños fue inmediata tras la aplicación de la primera sesión y el efecto encontrado fue amplio transcurridas las doce sesiones. Tras la retirada de la intervención dos de los tres niños sufrieron un retroceso o se estancaron en la mejora de sus habilidades de decodificación, lo que apoya que los efectos encontrados se debían a la aplicación del programa. Los resultados avalan que una intervención individualizada y ampliamente especializada aplicada en contextos reales puede ser efectiva con una exposición relativamente baja en niños pequeños que muestran dificultades relevantes para decodificar.

Este artigo objetivou analisar como a dislexia pode impactar o desenvolvimento emocional de crianças em idade escolar e os desafios enfrentados pelas políticas públicas educacionais brasileiras para lidar com essa questão. Foi utilizado o método dedutivo com abordagem qualitativa, juntamente com pesquisa bibliográfica e documental. O texto foi dividido em duas partes: (i) conscientização sobre o desenvolvimento emocional de crianças com dislexia e (ii) a importância da inteligência emocional para crianças disléxicas em idade escolar e um breve debate sobre políticas educacionais no Brasil. Conclui-se que profissionais da Educação, Direito e Psicologia podem contribuir na criação de novas políticas que incluam a inteligência emocional como um aspecto fundamental para o desenvolvimento integral das crianças disléxicas.

La dislexia evolutiva afecta no sólo al aprendizaje de la lectura, sino también a áreas como la escritura, la memoria y las funciones ejecutivas. Estas dificultades no sólo están presentes en la etapa escolar de estas personas, sino que se extienden a su vida laboral. La inserción a un puesto de trabajo, así como su posterior desempeño implica tareas tales como organización, toma de notas y memorización que suponen un auténtico reto para estas personas. Sin embargo, y a pesar de sus repercusiones personales, económicas y laborales apenas existen en español herramientas que indaguen acerca de los problemas lectoescritores que estas personas encuentran en su vida laboral. Este estudio tiene el objetivo de validar un cuestionario, el ATLAS-T para adultos hispanohablantes en edad laboral y con diagnóstico de dislexia. Tras pasarlo a 87 adultos con dislexia y a 175 personas como grupo control, se llevaron a cabo tres tipos de análisis. En primer lugar un análisis discriminante para estudiar las respuestas al cuestionario, en segundo lugar un análisis de regresión lineal binomial para estudiar la capacidad predictiva del cuestionario de problemas lectoescritores que pondrían predecir la presencia de dislexia, y en tercer lugar un análisis de regresión lineal con dos variables demográficas para estudiar si estas personas suelen cursar estudios básicos con más frecuencia y desempeñar trabajos con un perfil lectoescritor más bajo. Los resultados confirmaron la consistencia metodológica del autoinforme, su capacidad de detectar problemas lectoescritores y la replicación de los resultados obtenidos en lengua inglesa. También se informa de características diferenciadoras con otros estudios anglosajones, como que las personas con dislexia no tienen una rotación laboral más alta que las personas normolectoras, o que su satisfacción laboral percibida es similar. El trabajo concluye que el cuestionario ATLAS-T es una herramienta válida para la detección y estudio de problemas lectoescritores en el entorno laboral, lo que puede ayudar a las personas con dislexia.

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.

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Dyslexia is a learning disorder that affects a person's ability to read, write, and understand language. It is more common in children and manifests itself from an early age. Children with dyslexia may have difficulty recognizing letters and written words. The problem lies in finding an effective and motivating way to address the learning difficulties associated with dyslexia in children. A solution is needed to stimulate children's brain development, improve their functional abilities, and overcome the emotional and learning barriers they face. The use of a web application called "Cazando Errores" is proposed as a solution to address the problem of dyslexia in children. This app is designed as an educational and interactive game that presents small challenges to motivate children and stimulate their brain development. The results of the study show a high satisfaction on the part of the students with the application "Cazando Errores" and a significant improvement in their performance in the different games. Improvement in problem solving and understanding of children is observed after using the game. The development of the web application "Cazando Errores" has met the objectives of improving the learning of children with dyslexia and learning disabilities. The experimental results demonstrate a significant improvement in problem solving and children's comprehension after using the game. [ABSTRACT FROM AUTHOR]

Copyright of Mendive - Revista de Educacion is the property of Universidad de Pinar del Rio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

As a result of the COVID-19 pandemic situation, the psychoeducational work was forced to carry out virtual interventions. In this work, progress in reading skills was compared in face-to-face vs. virtual intervention in patients with dyslexia. The evolution of 26 patients from 1st to 3rd grade exposed in both formats to the same reading intervention with a cognitive program, was analyzed. The results showed that both in the virtual and face-to-face modalities, an improvement was achieved in phonological skills, reading fluency and decoding, with no significant difference across modalities. In conclusion, virtual interventions can be effective if an explicit and systematic treatment is carried out, with an evidencebased program and based on an initial faceto-face bond.

Los estudiantes con dislexia enfrentan situaciones de estrés que los llevan a utilizar estrategias de afrontamiento para asumir los retos que implican la dificultad en el aprendizaje de la lectoescritura. El objetivo de esta investigación fue establecer la posible relación entre las estrategias de afrontamiento y el rendimiento académico en estudiantes con dislexia en instituciones educativas de la ciudad Armenia. La muestra fue no probabilística de 62 estudiantes entre 9 y 12 años de edad, con un enfoque cuantitativo y diseño correlacional. Se utilizó la escala de afrontamiento para niños, un tamizaje de dislexia y los boletines académicos de los estudiantes. No se encontró correlación significativa entre las variables de estudio; sin embargo, se concluye que los estudiantes con dislexia sí utilizan estrategias de afrontamiento y que existen otros factores predeterminantes que pueden estar impactando en el rendimiento académico.

Os disléxicos são frequentemente desencorajados da aprendizagem da L2; no entanto, pode ter efeitos benéficos. O modelo de leitura de dupla rota (Ellis, 1995) propõe o processamento da leitura por meio de duas rotas distintas: a rota lexical e a fonológica. Investigamos o desempenho de leitura de jovens disléxicos bilíngues (8 a 11 anos) em inglês e português brasileiro (PB), verificando a transferência da estratégia de leitura lexical direta, mais compatível com a ortografia opaca e irregular do inglês, bem como a dislexia, beneficiando assim a leitura na BP também. Na verdade, os disléxicos apresentaram pior desempenho na leitura de pseudopalavras, mas menos prejuízo para palavras frequentes e melhor desempenho em inglês do que em PB, com pontuações quase semelhantes em comparação aos controles para leitura de frases. Isto mostra que a alta exposição ao inglês em contextos educacionais imersivos e centrados no aluno pode melhorar a leitura mesmo em jovens disléxicos bilíngues.

La atención logopédica a los educandos con dislexia y disgrafia constituye el resultado de las relaciones esenciales que se establecen en el modelo de atención a los trastornos de la comunicación y del lenguaje en la nación cubana. Los últimos estudios sobre “dislexia” y “disgrafia” acentúan en la necesidad de profundizar en la investigación científica; pues no se ha encubierto, tanto a escala internacional como nacional, que su atención constituye un contenido complejo y controvertido para las ciencias científicas que lo estudian. Es por ello, que analizar la atención logopédica para los educandos con dislexia y disgrafia, en la provincia de Pinar del Río, representó en términos de resultado el objetivo del artículo; investigación que se formuló con un carácter descriptivo, mediada por la aplicación de métodos del nivel teórico y empírico, cuyos resultados confirmaron la necesidad de continuar profundizado en el trabajo en red para la gestión del enfoque multidisciplinario e interdisciplinario, en la categoría aprendizaje como parte del sistema categorial y en la representación de un componente didáctico-metodológico para la atención; todo lo cual se reconoce en la investigación, como novedoso, para la dirección de la atención logopédica a los educandos con dislexia y disgrafia.

Synesthesia is present in approximately 4% of the populace. It is the result of sensory perception by one or more senses other than those normally used, evoking different sensations from those normally perceived. Feedback could indicate a pleasurable experience, or it could create a disturbance in information perception and processing. The most common form is grapheme-color synesthesia, which is the basis for a study whose purpose is to determine whether this type of synesthesia can be confused with a learning disability or apparent dyslexia. [ABSTRACT FROM AUTHOR]

The study of the variables that influence the performance of students with dyslexia has generally favored cognitive variables, while the influence of non-cognitive variables has been less explored. This study analyzed the importance of self-concept, causal attributions and goal orientation on performance in the Spanish Language subject of students with dyslexia, taking into account their gender. A sample of 84 students with dyslexia (46 boys and 38 girls) from 6th grade of primary education was selected. Students were enrolled in 1academic performance1 public elementary schools from Tenerife (Spain). All of them were of Spanish nationality and had been diagnosed in 3rd grade with dyslexia by specialized professionals dependent on the Ministry of Education. The following instruments were used to evaluate the motivational variables: AF-5 Multidimensional Self-Concept Scale, Sydney Attribution Scale and Goal Orientation Scale. And the measurement of academic performance was obtained from the final grade for the Spanish language subject. Results showed that girls with dyslexia perform better than boys, and that the relationship and influence of the variables on performance in the Spanish Language subject is different between girls and boys. The girls obtained significantly higher scores in academic self-concept, while the boys had a significantly higher score in mastery-avoidance orientation and in attributing success to external causes. Therefore, the gender perspective is a factor that should be taken into account in the school treatment of dyslexia to maximize the educational achievements of these students. [ABSTRACT FROM AUTHOR]

The objective was to provide psychometric evidence of reliability, internal structure validity and external validity for the Word Recognition Assessment - Brazilian Version (PRP-BR). The pilot study of Phase 2, designed to evaluate the iconicity of the illustrations, participated 114 children from the second to the fifth grades of Elementary School, with no time limit. In Phase 3, 480 students from the second to the fifth grades participated, with the application of the complete PRP-BR (52 items) under a time limit. Phase 4 comprised the 231 participants who responded to all items. In Phase 5, 245 participants from the first to the fifth grades answered the reduced PRP-BR (43 items) under a time limit. The PRP-BR was applied individually to participants in the first grade and collectively to those from the second to the fifth grades. The application time limit for the first to third grades was four minutes and for the fourth and fifth grades it was two minutes. In Phase 2, all items reached the cutoff criterion of 80% accuracy, which suggested their maintenance for subsequent validation studies. Considering the results of the Classical Test Theory and the Item Response Theory, nine of the 52 items were removed. As evidence of adequate reliability, Cronbach's alpha progressively increased between the phases of thi s study. As evidence of internal validity, there was a significant effect of schooling both with the complete and the reduced version in all samples. Evidence of convergent and criterion external validity were presented, with the results being consistent with the literature. In concluded, the PRP-BR presented satisfactory psychometric evidence of reliability, internal structure validity and external validity. [ABSTRACT FROM AUTHOR]

Este artigo, de abordagem qualitativa, é resultado de uma pesquisa que busca compreender de que forma gestores, professores de Língua Portuguesa, família e os próprios escolares compreendem o conceito de Dislexia. O aporte teórico-metodológico inscreve-se na perspectiva enunciativa-discursiva, a qual fundamenta as análises dos registros coletados, envolvendo 15 sujeitos (estudantes, familiares, professoras de Língua Portuguesa e gestoras de duas escolas da rede pública). Os resultados apontaram para sujeitos que desconhecem ou pouco sabem o que é a Dislexia, compreendendo-a a partir de uma perspectiva biológica/organicista e distanciando-se de uma visão sociocultural. Além disso, também desconhecem sobre as políticas e leis de inclusão. Considera-se, a partir desta pesquisa, que há necessidade de formação interdisciplinar que envolva tanto gestores, educadores e profissionais da saúde para que se possa lançar um olhar para práticas pedagógicas voltadas para processos de ensino e aprendizagem de forma integrada, considerando a singularidade constitutiva dos aprendizes.

Apenas hay información sobre la prevalencia de la dislexia del desarrollo en España y sobre las decisiones académicas del alumnado con dislexia del desarrollo (DD) tras la enseñanza obligatoria. Se estudian estos dos aspectos en Andalucía, con una población de referencia de 944.118 estudiantes de 6-16 años, 11.705 están calificados con DD, con prevalencia observada del 1,24% (criterio -2 desviaciones típicas (DT) debajo de la media) y prevalencia estimada del 3,6% (criterio -1,5DT debajo de la media). Unos 31.700 alumnos podrían presentar dificultades asociadas a DD y no estar identificados. La proporción de prevalencia de DD en Andalucía por sexo es de 1,3 niños/niña. Los resultados más bajos se encuentran en los municipios de Sevilla, Alcalá de Guadaira, Algeciras, Chiclana, Jerez, La Línea de la Concepción, El Puerto de Santa María, Sanlúcar, Jaén, Benalmádena, Marbella y Torremolinos. La edad de diagnóstico está sobre los 10 años, siendo necesario bajar esta edad hasta los 6-7. En total, en Andalucía se cuentan 16.600 alumnos con DD en enseñanzas no universitarias, 4.415 realizan estudios posobligatorios, encontrando que la Formación Profesional es la opción más frecuente en el alumnado con DD sin que esta decisión dependa del sexo.

Este artículo tiene como objetivo caracterizar la producción científica del período 2015-2021, sobre el uso de los recursos digitales para la atención de la dislexia en edades comprendidas entre los 6 y los 12 años, identificando el enfoque del estudio y el soporte que poseen los recursos digitales utilizados en la intervención con dislexia. La matriz de datos está constituida por artículos científicos ubicados en Dialnet, ERIC, Scopus y ScienceDirect. Tras una identificación inicial de 447 artículos, fueron seleccionados 27 con base en criterios como el idioma, acceso al texto completo y el ámbito educativo. Se utilizó como instrumento de análisis una escala de estimación con ítems relativos a aspectos formales y de contenido. Los resultados muestran que dicha producción científica se centra, fundamentalmente, en revisiones bibliográficas o en el diseño de recursos y la intervención con ellos en el aula, evidenciando que su uso tiene efectos positivos.

A dislexia é um transtorno específico de aprendizagem, de origem neurobiológica, caracterizada pela dificuldade no reconhecimento preciso e/ou fluente da palavra, na habilidade de decodificação e em soletração. A utilização de recursos tecnológicos em sala de aula pode ser considerada como uma prática adequada, em que o professor a utiliza para estimular o desenvolvimento das habilidades de leitura na intenção de ofertar aprendizagens mais significativas para os estudantes. Assim, o objetivo principal desta pesquisa consistiu em revisar a literatura nacional e internacional sobre o uso das tecnologias digitais no âmbito da dislexia. Para tanto, utilizaram-se as seguintes bases de dados: Biblioteca Digital de Teses e Dissertações (BDTD), Scientific Eletronic Library Online (SciELO) e Education Resources Information Center (ERIC). Para a realização das buscas, foram utilizados os descritores “Dislexia” and “Tecnologia” (BDTD e SciELO) e “Technology” and “Dyslexic” (ERIC). Ao todo foram levantadas para o presente artigo 18 produções acadêmicas, em relação às categorias temáticas observamos que as categorias Recursos e Ensino Superior alocaram os maiores números de produções, com quatro cada, em seguida temos Acessibilidade e Software (3); Formação Docente e Tecnologia Assistiva (2); Ambiente Virtual de Aprendizagem, Educação à Distância, Ensino Remoto, Fontes e Ludicidade (1). Algumas produções foram alocadas em mais de uma categoria, uma vez que contemplavam mais de uma temática. Evidencia-se a relevância de mais publicações sobre o assunto, sobretudo no âmbito da Educação Básica, com vistas a contribuir com o trabalho de professores, educadores, familiares, e profissionais da educação que apresentam interesse na área da dislexia e tecnologias digitais.

This article, with a qualitative approach, is the result of a research that seeks to understand how managers, Portuguese teachers, families and the students themselves understand the concept of Dyslexia. The theoretical-methodological contribution is inscribed in the enunciative-discursive perspective, which underlies the analysis of the collected records, involving 15 subjects (students, family members, Portuguese language teachers and managers of two public schools). The results showed that the subjects are unaware or know little about dyslexia, understanding it from a biological/organicist perspective, distancing it from a sociocultural view. In addition, they are also unaware of inclusion policies and laws. Based on this research, it is considered that there is a need for interdisciplinary training that involves both managers, educators and health professionals so that it is possible to take a look at pedagogical practices aimed at teaching and learning processes in an integrated way, considering the constitutive singularity of the apprentices. [ABSTRACT FROM AUTHOR]

The claim that people with dyslexia are more creative than people without this learning disorder is widespread. But the complexity of creativity and the way it is measured means that this statement is sometimes inconsistent. The aim of this review is, on the one hand, to explore the relationship between dyslexia and creativity, as well as to analyze the categories of divergent thinking: fluency, originality, abstractness, elaboration, and flexibility. On the other hand, it also aims to identify moderators that may be influencing this relationship, such as age, country, or the test used. We retrieved 13 empirical studies that provided 39 effect sizes. The results show that there are no significant differences between people with and without dyslexia in terms of creativity when considering the construct as a whole. However, a significant relationship between the two constructs is observed when analyzing the categories of divergent thinking isolated. [ABSTRACT FROM AUTHOR]

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Phonological processing refers to the set of capabilities that allow operations to be carried out with linguistic units and is closely related to literacy learning. The objective of the article was to socialize the results of the evaluation of phonological processing for the early detection of difficulties in the reading and writing process of 4-year-old infants in the province of Tungurahua-Ecuador. It had a quantitative approach, a descriptive and transversal design, ex post facto. The population consisted of four-year-old infants from the Huambaló parish in Tungurahua and the sample with which we worked were 20 infants who met the established inclusion and exclusion criteria, to whom the Test for the early detection of difficulties in learning to read and write. As a result, it was obtained that these infants presented slight difficulties in their phonological processing, which can negatively affect the development of the reading-writing process.

La lectura requiere activar habilidades a nivel de palabra, de texto y procesos cognitivos como la Memoria Operativa. La Memoria de Trabajo está formada por el componente verbal y el visoespacial los cuales actúan como dos sistemas bajo la orden del ejecutivo central que asigna recursos atencionales. En consonancia con la teoría magnocelular los alumnos con dislexia presentan deficiencias en muchos de los mismos dominios que los alumnos con TDAH, incluyendo el tiempo de latencia, atención, memoria de trabajo auditiva y memoria de trabajo visoespacial. El objetivo principal del presente estudio es comparar el desempeño de los escolares con TDAH y Dislexia en las pruebas léxicas y visoespaciales y la influencia de la amplitud de la Memoria Operativa. En el estudio participaron 80 escolares distribuidos en cuatro grupos de 20 sujetos (10 con alta amplitud de MO y 10 con baja amplitud de MO). Se compararon grupos con TDAH, Dislexia, TDAH + Dislexia y grupo de Control. En las pruebas léxicas y visoespaciales los grupos experimentales resultaron ser menos eficaces y eficientes que el grupo de Control. El grupo TDAH obtuvo el peor desempeño en la prueba visoespacial en comparación con resto de los grupos. El grupo Combinado resultó ser el menos eficaz y eficiente de los grupos experimentales en las tareas de acceso al léxico. La amplitud de Memoria Operativa influyó de manera clara en los datos de eficacia de todos los grupos experimentales, pero no así́ en la eficiencia.

Quintanal-Díaz, J. y Sánchez-Huete, J. C. (2023). La Dislexia: Conocer y afrontar su problemática, pp.307. UNED, España. Presentamos, la que consideramos una obra necesaria y de gran utilidad en el mundo educativo, centrado en una problemática real, presente a diario en nuestra aulas y que no siempre se aborda con la necesaria inmediatez, quizás por carecer de referentes como el que aquí se presenta...