Dificultades específicas de aprendizaje dislexia propuestas de intervención

Supervised by:
  1. José Antonio Torres González Director
  2. Helena Dos Anjos Serra Diogo Fernandes Co-director

Defence university: Universidad de Jaén

Fecha de defensa: 15 December 2014

  1. Santiago Castillo Arredondo Chair
  2. Eufrasio Pérez Navío Secretary
  3. Fernando Peñafiel Martínez Committee member

Type: Thesis

Teseo: 389873 DIALNET


We researched the influence of a proposed intervention model, on the psychomotor development and phonological awareness, of children with dyslexia, in an attempt to understand the effects of this intervention in reading development. We called this proposed method Psicopedgagogical and Reeducative Intervention Model in Dyslexia, (MIPRD) and made a first approach to its validation. This effort based itself on two programs: The Program for Promotion of Psychomotor Development (PPDPM) and the Program for the Development of Phonological Awareness (PPDCF). We followed a quasi-experimental drawing for the development of this investigation. We randomly built two groups (15 participants per group) the experimental group (EG) and the control group (CG), with children aged 6-10 diagnosed with dyslexia from public basic grade schools. In the pre and posttest stages, we used as assessment instruments the Psychomotor Observation Battery by Vitor da Fonseca (2007) (BPM), the Phonological Assessment Battery by Ana Cristina Silva (2008) (BPF) and, the Reading Skill Evaluation Test: DECIFRAR by Emílio Salgueiro (2009). For the individual assessment we used the MIRPD. We verified that in the BPF, for the complete GE, the results varied significantly in all factors, except Syllabic Analysis, even though this result has also been significant for the 6-8 subgroup; however, in the comparison between the groups we found significant differences only in the Phonemic Analysis. In the BPM, for the complete GE, results varied significantly in all factors; between 6-8, results significantly increased in the Perception of Own Body, Lateralization and Fine Praxia; for the 9-10 year olds, we only observed a significant increase in Notion of Body and Lateralization; the final results, comparing EG and CG, indicate that only the lateralization factor shows significant differences. In DECIFRAR, significant positive differences were observed in the participant¿s Reader Quocient; a significant increase between initial and final assessments, between 6-8 year olds and 9-10 year olds; in the comparison between EG and CG, a tendency towards significance is observed, with a superior result for the EG.