Variables that Predict the Potential Efficacy of Early Intervention in Reading in Down Syndrome

  1. María Auxiliadora Robles Bello
  2. David Sánchez Teruel
  3. José A. Camacho Conde
Revista:
Psicología educativa

ISSN: 1135-755X

Año de publicación: 2020

Volumen: 26

Número: 2

Páginas: 95-100

Tipo: Artículo

DOI: 10.5093/PSED2020A1 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Psicología educativa

Resumen

Se sabe que en el síndrome de Down (SD) se producen alteraciones a nivel cognitivo y del lenguaje que afectan la adquisición de habilidades académicas y de lectura. El objetivo de este trabajo ha sido conocer qué variables neuropsicológicas predicen la eficacia potencial de la intervención temprana en la lectura en esta población con un programa que se usa tradicionalmente con la misma. En el estudio participaron 38 niños con SD de alrededor de 5 años que estaban inmersos en un programa de cuidado de la primera infancia, de los cuales 20 estaban inmersos en un programa de lectura. Como resultados, se observan diferencias significativas a nivel neurocognitivo y lingüístico, especialmente en el primero en el grupo experimental, con logros en lectura y escritura a edades tempranas. Además,hay dos variables que predicen la adquisición de la lectura. En conclusión, se comprueba la efectividad del programa de lectura y sus beneficios a nivel neuropsicológico y psicolingüístico en el desarrollo de este grupo de niños con SD a una edad temprana.

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We thank all the children, their parents, and teachers for their participation.

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