Predecir la dislexia evolutiva antes de la instrucción lectorauna revisión sistemática

  1. Cristina Quiroga Bernardos 1
  2. Santiago López Gómez 1
  3. Patricia María Iglesias Souto 1
  4. Eva María Taboada Ares 1
  1. 1 Universidad de Santiago de Compostela.
Revista Colombiana de Ciencias Sociales

ISSN: 2216-1201

Ano de publicación: 2024

Volume: 15

Número: 1

Páxinas: 245-273

Tipo: Artigo

DOI: 10.21501/22161201.4041 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: Revista Colombiana de Ciencias Sociales


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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