Resumo

CADAVID-RUIZ, Natalia; JIMENEZ-JIMENEZ, Sebastián; QUIJANO-MARTINEZ, María-Cristina  e  SOLOVIEVA, Yulia. The Correction of Psycho-Pedagogical Reading Difficulties in Spanish. Av. Psicol. Latinoam. [online]. 2019, vol.37, n.2, pp.361-374. ISSN 1794-4724.  https://doi.org/10.12804/revistas.urosario.edu.co/apl/a.6628.

Nowadays, most of the reading disabilities are associated with psycho-pedagogical difficulties and not with the neurological abnormalities of dyslexia. Nonetheless, few studies aim at identifying the best methods to enhance reading skills in the face of a psycho-pedagogical difficulty. That is why the present study aimed to evaluate the effectiveness of a program to improve children's initial reading skills with psycho-pedagogical difficulties. Participants were 54 children, aged between seven and eight years old, from the first and second grade of a public school of the city of Cali (Colombia): 26 children with psycho-pedagogical difficulties in reading acquisition and 28 with appropriate learning. The intervention developed throughout four months on a four sessions weekly basis. All tasks focused on highlighting the relationship between oral and written language. The results showed that children with psycho-pedagogical difficulties improved their phonological awareness and reading accuracy immediately after the intervention, and four months later; however, they maintained a lower reading performance when compared with their peers. The evaluation allowed to conclude that the program improved the awareness and codification of the word as a unit of analysis, requiring complementary interventions to improve reading comprehension and speed.

Palavras-chave : Reading; intervention; initial literacy; learning disabilities.

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