Predecir la dislexia evolutiva antes de la instrucción lectora: una revisión sistemática

• Cristina Quiroga Bernardos ^[1] ; Santiago López Gómez ^[1] ; Patricia María Iglesias Souto ^[1] ; Eva María Taboada Ares ^[1]
  1. [1] Universidade de Santiago de Compostela

     Universidade de Santiago de Compostela

     Santiago de Compostela, España

     
• Localización: Revista Colombiana de Ciencias Sociales, ISSN-e 2216-1201, Vol. 15, Nº. 1, 2024, págs. 245-273
• Idioma: español
• DOI: 10.21501/22161201.4041
• Títulos paralelos:
  • Predicting developmental dyslexia prior reading instruction: a systematic review
• Enlaces
  • Texto completo  1    2  
• Resumen
  • español

    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.

  • English

    Introduction: Developmental dyslexia is a neurobiological disorder with a heterogeneous profile that is diagnosed after verifying that a child has not learned to read as expected. Its detection, before the beginning of the reading instruction, tends to be imprecise. Objective: The aim of this study was to identify and assess which psycholinguistic skills, assessed before formal reading instruction, can predict later reading difficulties and guide early intervention. Method: A systematic review (years 2010-2020) was carried out following the PRISMA statement in the PsycINFO, Medline, Web of Science, Eric and SCOPUS databases. Results: 42 studies were selected that confirm that certain psycholinguistic skills are relevant to predict reading success.

    Conclusions: Phonological awareness, naming speed, alphabet knowledge, and phonological memory strongly correlate with early reading progress and predict later reading skills and developmental dyslexia.

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