Intervención de la lecto escritura en una niña con dislexia

Abstract

Objective
. Developmental dyslexia (DD) is characterized as a neuropsychological disorder that presents
difficulties in phonological processing , particularly in the use of phonological awareness and mastery of
the phoneme - grapheme relationship. This paper presents the results of a program aimed at the acquisition
of reading and writing skills in a child with DD 6 years, 11 months, who received a weekly session of
strengthening her literacy process over a period of 11 months.
Method
. The exercise program consisted of three
types of tasks: phonological awareness, spatial visual praxis and phono-articulation skills. The girl’s reading
and writing learning abilities were evaluated before and after the intervention.
Results
. After the intervention,
the child showed an improvement in her ability to read and write meaningful sentences, but continued to
have initial difficulties in addressing extended texts (i.e. of more than two pages). In the latter case, the reading
was characterized by slow and occasional syllabic reading.
Conclusion
. The program enabled the acquisition
of literacy, but strengthening processes such as working memory and internal language in silent reading are
required, since they are necessary components for reading and writing.